South Carolina Language Arts Curriculum Standards


READING

Understanding and Using Literary Texts

Standard K1
The student will begin to read and comprehend a variety of literary texts in print and nonprint formats. Students in
kindergarten will begin to read four major types of literary texts: fiction, literary nonfiction, poetry,
and drama. In the category of fiction, they read the following specific types of texts: picture books and fantasy.
In the category of literary nonfiction, autobiographical and biographical sketches are read aloud to students.
In the category of poetry, they read nursery and counting rhymes, songs, narrative poems, lyrical poems,
humorous poems, and free verse.
Indicators

K1.1 Summarize the main idea and details from literary texts read aloud.

K1.2 Use pictures and words to make predictions regarding a story read aloud.

K1.3 Understand that a narrator tells the story.

K1.4 Find examples of sound devices (including onomatopoeia and alliteration)
in texts read aloud.

K1.5 Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order.

K1.6 Discuss how the author’s choice of words affects the meaning of the text
(for example, yell rather than said).

K1.7 Use relevant details in summarizing stories read aloud.

K1.8 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).

K1.9 Recall the characteristics of fantasy.

K1.10 Explain the cause of an event described in stories read aloud.

K1.11 Read independently for pleasure.



 

Understanding and Using Informational Texts
Standard K2

The student will begin to read and comprehend a variety of informational texts in print and nonprint formats.

Kindergarten students read informational (expository/persuasive/argumentative) texts of the following types:
 informational trade books and magazine articles. They also read directions, graphs, and recipes embedded in
informational texts.

Indicators

K2.1 Summarize the central idea and details from informational texts read aloud.

K2.2 Analyze texts during classroom discussions to make inferences.

K2.3 Find facts in texts read aloud.

K2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

K2.5 Understand that headings and print styles (for example, italics, bold, larger type) provide information to the reader.

K2.6 Understand graphic features (for example, illustrations and graphs).

K2.7 Recognize tables of contents.

K2.8 Explain the cause of an event described in a text read aloud.



Phonics and Word Study
 

Learning to Read

Standard K3

The student will learn to read by applying appropriate skills and strategies.

Indicators for this standard in kindergarten through grade two focus on beginning reading skills and strategies and
support the five components—comprehension, fluency, phonemic awareness, phonics, and vocabulary—delineated by the
National Reading Panel as central to a child’s learning to read. Although the phonics and phonemic awareness indicators
are separated, the National Reading Panel found that the most effective way of teaching phonemic awareness is
in conjunction with phonics.

These indicators will be assessed by the classroom teacher.

Indicators
ORAL LANGUAGE ACQUISITION AND VOCABULARY DEVELOPMENT

K3.1 Use pictures and context to construct the meaning of unfamiliar words in
texts read aloud.
K3.2 Create a different form of a familiar word by adding an –s or –ing ending.
K3.3 Use vocabulary acquired from a variety of sources (including conversations, texts read aloud, and the media).

K3.4 Recognize high frequency words. (See Instructional Appendix: High Frequency Words.)
K3.5 Understand that multiple small words can make compound words.

FLUENCY

K3.6 Use oral rhymes, poems, and songs to build fluency.

K3.7 Use appropriate voice level when speaking.

PHONEMIC AWARENESS

K3.8 Use beginning sounds, ending sounds, and onsets and rimes to generate words orally.

K3.9 Create rhyming words in response to an oral prompt.

K3.10 Create words by orally adding, deleting, or changing sounds.

K3.11 Use blending to generate words orally.

PHONICS

K3.12 Match consonant and short vowel sounds to the appropriate letters.

K3.13 Recognize uppercase and lowercase letters and their order in the alphabet.
K3.14 Identify beginning and ending sounds in words.
K3.15 Classify words by categories (for example, beginning and ending sounds).
K3.16 Use blending to begin reading words.
K3.17 Begin to spell high frequency words.
K3.18 Use letters and relationships to sounds to write words.

ORAL LANGUAGE ACQUISITION AND COMPREHENSION DEVELOPMENT

K3.19 Use prior knowledge and life experiences to construct meaning from texts.

K3.20 Recognize environmental print in such forms as signs in the school, road signs, restaurant and store signs, and logos.

CONCEPTS ABOUT PRINT

K3.21 Know the parts of a book (including the front and back covers, the title, and the
author’s name).

K3.22 Carry out left to right and top to bottom directionality on the printed page.

K3.23 Distinguish between letters and words.


    

WRITING
Developing Written Communications

Standard K4
The student will begin to create written work that has a clear focus, sufficient detail, coherent organization,
effective use of voice, and correct use of the conventions of written Standard American English.

. Indicators

ORAL LANGUAGE EXPRESSION

K4.1 Generate ideas for writing by using techniques (for example, participating in conversations and looking at pictures).

K4.2 Generate complete sentences orally.

EARLY WRITING DEVELOPMENT

K4.3 Use pictures, letters, or words to tell a story from beginning to end.

K4.4 Use letters and relationships to sounds to write words.

K4.5 Begin to spell high frequency words.

K4.6 Understand that a person’s name is a proper noun.

K4.7 Edit writing with teacher support.

K4.8 Revise writing with teacher support.

K4.9 Use uppercase and lowercase letters.

K4.10 Use appropriate letter formation when printing.

K4.11 Identify sounds orally by segmenting words.

Producing Written Communications in a Variety of Forms

Standard K5
The student will begin to write for a variety of purposes and audiences.

Indicators

K5.1 Use symbols (drawings, letters, and words) to create written communications (for example, notes, messages, and lists) to inform a specific audience.
K5.2 Use symbols (drawings, letters, and words) to create narratives (for example, stories and journal entries) about people, places, or things.
K5.3 Use symbols (drawings, letters, and words) to create descriptions of personal experiences, people, places, or things.
K5.4 Use symbols (drawings, letters, and words) to create written pieces (for example, simple rhymes)
to entertain others.

RESEARCHING

Applying the Skills of Inquiry and Oral Communication

Standard K6 The student will begin to access and use information from a variety of sources.

Indicators

K6.1 Generate how and why questions about a topic of interest.
K6.2 Recognize that information can be found in print sources (for example, books, pictures, simple graphs, and charts) and nonprint sources (for example, videos, television, films, radio, and the Internet).
K6.3 Classify information by constructing categories (for example, living and nonliving things).
K6.4 Use complete sentences when orally communicating with others.
K6.5 Follow one and two step oral directions.



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