Arizona ELP Standards for Kindergarten Reading

Arizona English Language
Proficiency Standards 2019

Arizona English Language Proficiency Standards
2019
Kindergarten
ARIZONA DEPARTMENT OF EDUCATION
Office of English Language Acquisition Services (OELAS)
Kindergarten English Language Proficiency Standards
Table of Contents
Reading Foundational Standards ……..………………………………..…….…………………………………………………… 4
Standard 1 …………………………………………………………………..……………………………………………………..…… 6
Standard 2 ………………..………………………………………………..…………………………………………………………… 8
Standard 3 ………………..………………………………………………..…………………………………………………………… 10
Standard 4 ………………..………………………………………………..…………………………………………………………… 12
Standard 5 ………………..………………………………………………..…………………………………………………………… 14
Standard 6 ………………..………………………………………………..…………………………………………………………… 16
Standard 7 ………………..………………………………………………..…………………………………………………………… 18
Standard 8 ………………..………………………………………………..…………………………………………………………… 20
Standard 9 ………………..………………………………………………..…………………………………………………………… 22
Standard 10 …..…………..………………………………………………..…………………………………………………………… 24
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Kindergarten Reading Foundational Standards

Oral Skills
Arizona’s English Language Proficiency Standards: Arizona’s English Language Arts Standards Reading Standards:
Reading Foundational Skills Foundational Skills
1. Phonological Awareness: Phonological Awareness
a. Produce all individual phonemes in words using accurate articulation. K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds
b. Produce initial and final sounds of words using accurate articulation. (phonemes).
c. Identify the initial and final sounds (not letters) of a spoken word. a. Identify and produce sounds (phonemes) in a spoken word.
d. Produce rhyming words and short, simple, rhyming phrases and songs b. Recognize and produce rhyming words.
using accurate pronunciation as well as expressive phrasing and c. Count, pronounce, blend, and segment syllables in spoken words. Blend
intonation. and segment onsets and rimes of single-syllable spoken words. Blend
e. Identify rhyming words in response to an oral prompt. spoken phonemes to form one-syllable words (e.g., /m/ /a/ /n/).
f. Segment one-syllable words into its phonemes. d. Isolate and pronounce the initial, medial vowel (long and short vowels),
and final sounds (phonemes) in three-phoneme words. (*This does not
g. Blend two or three spoken syllables to produce words. include CVCs (Consonant-Vowel-Consonant) ending with /l/, /r/, or /x/.
h. Produce and blend the initial, medial, and final sounds of CVC words e. Add, substitute, and delete individual phonemes in simple, one-syllable
using accurate articulation and pronunciation. words to make new words.
i. Blend spoken sounds to produce words.
j. Discriminate between initial, medial, and final spoken sounds within a
word.
k. Produce and blend the initial, medial, and final sounds of grade-
appropriate words using accurate articulation and pronunciation.
l. Produce new words when initial sound(s), including digraphs, are
changed (i.e., word families).
m. Orally form words by substituting simple onsets (/c/) with given rimes
(/at/).
Page 4
Print Skills
Arizona’s English Language Proficiency Standards: Arizona’s English Language Arts Standards Reading Standards:
Reading Foundational Skills Foundational Skills
2. Print Concepts: Print Concepts
a. Demonstrate the command of left to right, top to bottom directionality, K.RF.1 Demonstrate understanding of the organization and basic features of
and return sweep when "reading" books. print.
b. Recognize that words are represented by a sequence of letters. a. Follow words from left to right, top to bottom, and page by page.
c. Demonstrate the one-to-one correlation between a spoken word and a b. Recognize that spoken words are represented in written language by
printed word. specific sequences of letters.
d. Recognize that sentences are made up of separate words and c. Identify that a sentence is made up of a group of words.
symbols.
d. Recognize the difference between a letter and a printed word.
e. Recognize the difference between a letter and a printed word.
e. Understand that words are separated by spaces in print.
f. Understand that words are separated by spaces in print.
f. Recognize and name all uppercase and lowercase letters of the alphabet.
g. Name all uppercase and lowercase letters of the alphabet with different
fonts out of sequence. Phonics and Word Recognition
h. Produce letter sounds represented by the single lettered consonants K.RF.3 Know and apply phonics and word analysis skills in decoding words.
and vowels. a. Demonstrate basic knowledge of one‐to‐one letter‐sound correspondence
by producing the primary or most frequent sound(s) for each consonant
and the five major vowels.
3. Phonics and Word Recognition:
b. Decode regularly spelled closed-syllable words.
a. Decode common CVC words.
c. Read 50 common high-frequency words by sight from a research-based
b. Decode a new word when a specific letter is changed, added, or word list.
removed.
d. Distinguish between similarly spelled words by identifying the sounds of
the letters that differ.
4. Fluency: Fluency
a. Read high frequency words with automaticity in context. K.RF.4 Read emergent-reader texts with purpose and understanding.
b. Read emergent-reader texts with purpose and understanding.
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RECEPTIVE COMMUNICATION
Listening and Reading
AZ ELP - Standard 1
By the end of each language AZ ELA Standard Instructional Supports

Pre-Emergent/
proficiency level, an English → Basic → Intermediate Alignment
Emergent
learner can:
construct meaning from oral With substantial With moderate With light support, Reading Functions for using language include but
presentations and literary and support, apply an support, apply a apply a wide range of Literature: are not limited to:
informational text through emerging set of developing set of strategies to: K.RL.1 describing, entertaining, informing,
grade appropriate listening, strategies to: strategies to: K.RL.2 interpreting, analyzing, recounting, explaining,
reading, and viewing. K.RL.3 persuading, negotiating, justifying, evaluating,
PE/E-1: answer B-1: ask questions I-1: ask and answer K.RL.7 and so on.
questions about one about key details from questions about key
or more details from a a read-aloud, picture details from a read- Informational text types include but are
Reading
read-aloud, picture book, and oral aloud, picture book, not limited to:
book, and oral presentation. and oral presentation. Informational:
descriptions or accounts (e.g., scientific,
presentation. K.RI.1
historical, economic, technical), recounts
K.RI.2
(e.g., biography, memoir), information
K.RI.3
reports, explanations (e.g., causal,
PE/E-2: identify key B-2: identify key I-2: identify the main K.RI.7
words and phrases in details from read- topic and details from factual), expositions (e.g., speeches,
read-alouds and oral alouds, picture books, read-alouds, picture opinion pieces, argument, debate),
Speaking and
presentations. and/or oral books, and/or oral responses (e.g., literary analysis), oral
Listening:
presentations. presentation. presentations, and so on.
KSL.2
Literary text types include but are not
limited to:
PE/E-3: repeat B-3: retell familiar I-3: retell familiar texts stories (e.g., historical fiction, myths,
familiar texts. texts. with details. graphic novels), poetry, read-alouds, drama,
and so on.
Audiences include but are not limited to:

PE/E-4: identify B-4: identify I-4: identify basic Peers (one to one)
similarities within a differences within a similarities and Small group (one to a group)
familiar text. familiar text. differences within a Whole group (one to many)
text.
Supports include but are not limited to:
context and visual aids.
Page 6
AZ ELA Standard Alignment

Reading Literature
K.RL.1 With prompting and support, ask and answer questions about key details in a text.
K.RL.2 With prompting and support, retell familiar stories, including key details.
K.RL.3 With prompting and support, identify characters, settings, and major events in a story.
K.RL.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).
Reading Informational
K.RI.1 With prompting and support, ask and answer questions about key details in a text.
K.RI.2 With prompting and support, identify the main topic and retell key details of a text.
K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
K.RI.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).
Speaking and Listening

K.SL.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.
Page 7
RECEPTIVE COMMUNICATION
Listening and Reading
AZ ELP - Standard 2

Pre-Emergent/
Emergent
learner can:
determine the meaning of With substantial With moderate With light support, Reading Functions for using language include but
words and phrases in oral support, apply an support, apply a apply a wide range of Literature: are not limited to:
presentations and literary and emerging set of developing set of strategies to: K.RL.4 describing, entertaining, informing,
informational text. strategies to: strategies to: interpreting, analyzing, recounting, explaining,
Reading persuading, negotiating, justifying, evaluating,
PE/E-1: answer B-1: answer I-1: answer and ask Informational: and so on.
questions to help questions to help questions about the K.RI.4
determine the determine the meaning of words and Informational text types include but are
meaning of some meaning of some phrases in grade- not limited to:
frequently occurring words and phrases in appropriate oral Speaking and
words and phrases in simple oral presentations and Listening:
simple oral presentations and read-alouds about a K.SL.2
presentations and read-alouds about variety of topics,
read-alouds about familiar topics, experiences, or reports, explanations (e.g., causal,
Language:
familiar topics, experiences, or events. factual), expositions (e.g., speeches,
K.L.5
experiences, or events. opinion pieces, argument, debate),
events. responses (e.g., literary analysis), oral
presentations, and so on.

limited to:
stories (e.g., historical fiction, myths,
graphic novels), poetry, read-alouds, drama,
and so on.

Peers (one to one)
Small group (one to a group)
Whole group (one to many)

Page 8

Reading Literature
K.RL.4 With prompting and support, ask and answer questions about unknown words in a text.
K.RI.4 With prompting and support, ask and answer questions about unknown words in a text.

K.SL.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.
Language
K.L.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 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.
Page 9
PRODUCTIVE COMMUNICATION
Speaking and Writing
AZ ELP - Standard 3

Pre-Emergent/
Emergent
learner can:
speak and write about grade With substantial With moderate With light support, Writing: Functions for using language include but
appropriate complex literary support, apply an support, apply a apply a wide range of K.W.1 are not limited to:
and informational texts and emerging set of developing set of strategies to: K.W.2 describing, entertaining, informing,
topics. strategies to: strategies to: K.W.3 interpreting, analyzing, recounting, explaining,
K.W.4 persuading, negotiating, justifying, evaluating,
PE/E-1: communicate B-1: tell or dictate I-1: make simple oral and so on.
simple information or simple messages presentations about a Speaking and
feelings about familiar about a variety of variety of topics, Listening: Informational text types include but are
topics, experiences, topics, experiences, experiences, or
or events. or events. events. K.SL.4 not limited to:
K.SL.5 descriptions or accounts (e.g., scientific,
Language: (e.g., biography, memoir), information
K.L.2 reports, explanations (e.g., causal,
factual), expositions (e.g., speeches,
PE/E-2: add B-2: add appropriate I-2: add appropriate opinion pieces, argument, debate),
appropriate drawings drawings or other drawings or other responses (e.g., literary analysis), oral
or other visual visual displays to visual displays to
displays to provide provide additional provide additional
additional detail to detail to a variety of detail about a variety
familiar topics, topics, experiences, of topics, Literary text types include but are not
experiences, or or events. experiences, or limited to:
events. events. stories (e.g., historical fiction, myths,
and so on.
Page 10
PE/E-3: add B-3: compose short I-3: compose short

illustrations and labels words and phrases written texts using Audiences include but are not limited to:
to familiar topics, using appropriate appropriate Peers (one to one)
experiences, or conventions about a conventions about a
events. variety of topics, variety of topics,
experiences, or experiences, or Whole group (one to many)
events. events.
Conventions of writing include but are not

limited to:
PE/E-4: produce B-4: produce writing I-4: produce writing writing upper and lower letters, spacing
writing about familiar with appropriate with appropriate between words, capitalization, end
topics using graphic organization using organization about a punctuation, and so on.
organizers and graphic organizers variety of topics,
sentence frames and sentence frames experiences, or
about a variety of about a variety of events.
topics, experiences, topics, experiences, context and visual aids.
or events. or events.

Writing
K.W.1 Demonstrate and apply handwriting skills.
a. Match upper- and lower-case manuscript letters.
b. Write upper and lower manuscript letters, with reference to a model.
c. Write left to right using appropriate spacing between words.
K.W.2 With guidance and support from adults, 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.3 With guidance and support from adults, 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.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

K.SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
Language
K.L.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.
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AZ ELP - Standard 4

Pre-Emergent/
Emergent
learner can:
construct grade appropriate With substantial With moderate With light support, Writing: Functions for using language include but
oral and written claims and support, apply an support, apply a apply a wide range of K.W.1 are not limited to:
support them with reasoning emerging set of developing set of strategies to: describing, entertaining, informing,
and evidence. strategies to: strategies to: Speaking and interpreting, analyzing, recounting, explaining,
Listening: persuading, negotiating, justifying, evaluating,
PE/E-1: express an B-1: express an I-1: express an K.SL.6 and so on.
opinion or preference opinion or preference opinion or preference
using words and/or and limited using appropriate Informational text types include but are
illustrations about a justification about a structure and not limited to:
familiar topic. familiar topic or story. justification about a descriptions or accounts (e.g., scientific,
variety of topics or historical, economic, technical), recounts
stories.
opinion pieces, argument, debate),
responses (e.g., literary analysis), oral

limited to:
and so on.

Peers (one to one)

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Writing
K.W.1 With guidance and support from adults, 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 . . .).

K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly.
Page 13
AZ ELP - Standard 5

Pre-Emergent/
Emergent
learner can:
adapt language choices to With substantial With moderate With light support, Writing: Functions for using language include but
purpose, task, and audience support, apply an support, apply a apply a wide range of K.W.5 are not limited to:
when speaking and writing. emerging set of developing set of strategies to: describing, entertaining, informing,
strategies to: strategies to: Speaking and interpreting, analyzing, recounting, explaining,
Listening: persuading, negotiating, justifying, evaluating,
PE/E-1: respond to B-1: respond to I-1: respond to K.SL.6 and so on.
questions and questions and questions and
suggestions from suggestions from suggestions from Informational text types include but are
Language:
peers and add details peers and add details peers and add details not limited to:
to writing. to strengthen writing to strengthen writing K.L.6
as needed. as needed. historical, economic, technical), recounts
PE/E-2: demonstrate B-2: demonstrate a I-2: demonstrate Literary text types include but are not
a developing developing increasing awareness limited to:
awareness of the awareness of the of differences stories (e.g., historical fiction, myths,
difference between difference between between informal
appropriate language appropriate language “playground speech”
for the playground for the playground and language and so on.
and language for the and language for the appropriate to the Audiences include but are not limited to:
classroom. classroom. classroom.
Peers (one to one)

Page 14

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

Language
K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
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INTERACTIVE COMMUNICATION
Listening, Speaking, Reading, and Writing
AZ ELP - Standard 6

Pre-Emergent/
Emergent
learner can:
participate in grade- With substantial With moderate With light support, Writing: Functions for using language include but
appropriate oral and written support, apply an support, apply a apply a wide range of K.W.6 are not limited to:
exchanges of information, emerging set of developing set of strategies to: describing, entertaining, informing,
ideas, and analyses, strategies to: strategies to: Speaking and interpreting, analyzing, recounting, explaining,
responding to peer, audience, Listening: persuading, negotiating, justifying, evaluating,
or reader comments and PE/E-1: participate in B-1: participate in I-1: participate in K.SL.1 and so on.
questions. short conversations conversations and conversations and
about familiar topics. discussions about discussions about a Informational text types include but are
familiar topics. variety of topics with not limited to:
diverse partners. descriptions or accounts (e.g., scientific,
PE/E-2: follow some B-2: follow increasing I-2: follow rules for
rules for discussion number of rules for discussion about a opinion pieces, argument, debate),
about familiar topics. discussion about variety of topics. responses (e.g., literary analysis), oral
familiar topics. presentations, and so on.

limited to:
PE/E-3 respond to B-3: respond to I-3: ask and answer
simple yes-no and simple yes-no and questions about a and so on.
wh- questions about wh- questions about variety of grade-
familiar topics. familiar topics. appropriate topics.
Peers (one to one)

Page 16

Writing
K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Speaking and Listening:

K.SL.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, taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
Page 17
AZ ELP - Standard 7

Pre-Emergent/
Emergent
learner can:
conduct research and evaluate With substantial With moderate With light support, Writing: Functions for using language include but
and communicate findings to support, apply an support, apply a apply a wide range of K.W.7 are not limited to:
answer questions or solve emerging set of developing set of strategies to: K.W.8 describing, entertaining, informing,
problems. strategies to: strategies to: interpreting, analyzing, recounting, explaining,
persuading, negotiating, justifying, evaluating,
PE/E-1: recall or use B-1: recall and record I-1: recall and record Speaking and and so on.
information from a information from information from Listening:
provided source to experience or use experience or use Informational text types include but are
K.SL.4
answer a question information from information from not limited to:
about familiar topics. provided sources to provided sources to descriptions or accounts (e.g., scientific,
answer a question answer a question historical, economic, technical), recounts
with developing with increasing
control. control.
PE/E-2: participate in B-2: participate in I-2: participate in
shared research and shared research and shared research and Literary text types include but are not
writing projects about writing projects by writing projects by limited to:
familiar topics. communicating evaluating and stories (e.g., historical fiction, myths,
findings. communicating graphic novels), poetry, read-alouds, drama,
findings. and so on.

Peers (one to one)

Page 18

Writing
K.W.7 With guidance and support from adults, participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions
about them).
K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Page 19
AZ ELP - Standard 8

Pre-Emergent/
Emergent
learner can:
analyze and critique the With substantial With moderate With light support, Reading Functions for using language include but
arguments of others orally and support, apply an support, apply a apply a wide range of Informational: are not limited to:
in writing. emerging set of developing set of strategies to: K.RI.8 describing, entertaining, informing, interpreting,
strategies to: strategies to: analyzing, recounting, explaining, persuading,
Writing: negotiating, justifying, evaluating, and so on.
PE/E-1: orally identify B-1: orally identify I-1: orally and/or in K.W.1
one reason an author one reason an author writing identify one or Informational text types include but are
or a speaker gives in or a speaker gives to two reasons an not limited to:
Speaking and
a familiar text. support a point. author or speaker descriptions or accounts (e.g., scientific,
gives to support Listening:
points in a text. K.SL.3
PE/E-2: respond to B-2: ask and answer I-2: ask and answer
yes-no, either-or, and yes-no, either-or, and yes-no, either-or, and Literary text types include but are not
wh- questions about wh- questions in order wh- questions in order limited to:
what an author or to gather more to clarify what an
speaker says. information about author or speaker
what an author or says. graphic novels), poetry, read-alouds, drama, and
speaker says. so on.

Peers (one to one)

Page 20

K.RI.8 With prompting and support, identify the reasons an author gives to support points in a text.
Writing
K.W.1 With guidance and support from adults, 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 . . .).

K.SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Page 21
LANGUAGE
Standards 9 and 10 are to be used across Standards 1-8
AZ ELP - Standard 9

Pre-Emergent/
Emergent
learner can:
create clear and coherent With substantial With moderate With light support, Writing: Functions for using language include but
grade-appropriate speech and support, apply an support, apply a apply a wide range of K.W.1 are not limited to:
text. emerging set of developing set of strategies to: K.W.2 describing, entertaining, informing,
strategies to: strategies to: K.W.3 interpreting, analyzing, recounting, explaining,
PE/E-1: express B-1: describe/express I-1: describe/express and so on.
feelings about an thoughts and feelings thoughts, feelings, Speaking and
event or a familiar about several events and ideas about a Informational text types include but are
Listening:
story using a limited from a familiar story short sequence of not limited to:
number of words. with developing events from a familiar K.SL.4
control of some story, with a K.SL.6
frequently occurring beginning, middle,
linking words (e.g., and end including the
and, then). use of frequently reports, explanations (e.g., causal,
occurring linking factual), expositions (e.g., speeches,
words. opinion pieces, argument, debate),

limited to:
PE/E-2: use a B-2: use a I-2: use a stories (e.g., historical fiction, myths,
combination of combination of combination of
drawing and teacher drawing, teacher drawing, teacher
dictation to produce a dictation and writing dictation, and writing and so on.
text for a given to produce a grade- to produce a grade- Audiences include but are not limited to:
purpose. appropriate text for a appropriate text for a
Peers (one to one)
given purpose. given purpose.

Page 22

Writing
K.W.1 With guidance and support from adults, 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 . . .).
K.W.2 With guidance and support from adults, 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.3 With guidance and support from adults, 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.

Page 23
LANGUAGE
Standards 9 and 10 are to be used across Standards 1-8
AZ ELP - Standard 10

Pre-Emergent/
Emergent
learner can:
make accurate use of standard With substantial With moderate With light support, Language: Functions for using language include but
English to communicate in support, apply an support, apply a apply a wide range of K.L.1 are not limited to:
grade appropriate speech and emerging set of developing set of strategies to: describing, entertaining, informing,
writing. strategies to: strategies to: interpreting, analyzing, recounting, explaining,
PE/E-1: recognize B-1: recognize and I-1: use frequently and so on.
and use frequently use frequently occurring regular
occurring nouns, occurring regular plural nouns, verbs, Informational text types include but are
verbs, and short plural nouns, verbs, prepositions, and not limited to:
phrases in shared and prepositions in question words in descriptions or accounts (e.g., scientific,
language activities. shared language shared language historical, economic, technical), recounts
activities. activities.
PE/E-2: respond to B-2: use and respond I-2: ask and answer presentations, and so on.
yes-no and wh- to question words in interrogatives (wh-
questions in shared shared language questions) in shared Literary text types include but are not
language activities activities. language activities. limited to:
and so on.
Page 24
PE/E-3: produce B-3: produce simple I-3: produce and Audiences include but are not limited to:
simple sentences. sentences. expand simple Peers (one to one)
sentences in shared Small group (one to a group)
language activities.


Language
K.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use frequently occurring nouns and verbs.
b. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
c. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
d. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
e. Produce and expand complete sentences in shared language activities.
Page 25

Arizona ELP Standards for Kindergarten Reading

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Arizona ELP Standards for Kindergarten Reading

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Arizona English Language

Proficiency Standards 2019

Reading Foundational Standards ……..………………………………..…….…………………………………………………… 4

Kindergarten Reading Foundational Standards

By the end of each language AZ ELA Standard Instructional Supports

Audiences include but are not limited to:

AZ ELA Standard Alignment

Speaking and Listening

By the end of each language AZ ELA Standard Instructional Supports

Literary text types include but are not

Audiences include but are not limited to:

Supports include but are not limited to:

AZ ELA Standard Alignment

Speaking and Listening

By the end of each language AZ ELA Standard Instructional Supports

PE/E-3: add B-3: compose short I-3: compose short

Conventions of writing include but are not

AZ ELA Standard Alignment

Speaking and Listening

By the end of each language AZ ELA Standard Instructional Supports

Literary text types include but are not

Audiences include but are not limited to:

Supports include but are not limited to:

AZ ELA Standard Alignment

Speaking and Listening

By the end of each language AZ ELA Standard Instructional Supports

Supports include but are not limited to:

AZ ELA Standard Alignment

Speaking and Listening

By the end of each language AZ ELA Standard Instructional Supports

Literary text types include but are not

Supports include but are not limited to:

AZ ELA Standard Alignment

Speaking and Listening:

By the end of each language AZ ELA Standard Instructional Supports

Audiences include but are not limited to:

Supports include but are not limited to:

AZ ELA Standard Alignment

Speaking and Listening

By the end of each language AZ ELA Standard Instructional Supports

Audiences include but are not limited to:

Supports include but are not limited to:

AZ ELA Standard Alignment

Speaking and Listening

By the end of each language AZ ELA Standard Instructional Supports

Literary text types include but are not

Supports include but are not limited to:

AZ ELA Standard Alignment

Speaking and Listening

By the end of each language AZ ELA Standard Instructional Supports

Supports include but are not limited to:

AZ ELA Standard Alignment

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