Kindergarten CCGPS Crosswalk
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Kindergarten CCGPS Crosswalk

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    Kindergarten CCGPS Crosswalk Kindergarten CCGPS Crosswalk Presentation Transcript

    • RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education Kindergarten CCGPS Kindergarten GPS READING LITERARY (RL) Color key: different grade level/ Color key: different domain or strandELACCKRL1: With prompting and support, ask and ELAKR6 The student gains meaning from orally presented text. The studentanswer questions about key details in a text. (E) c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text.ELACCKRL2: With prompting and support, retell familiar ELAKR6 The student gains meaning from orally presented text. The studentstories, including key details. (E) e. Retells familiar events and stories to include beginning, middle, and end. h. Retells important facts in the student’s own words. ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a response to literature that: a. Retells a story orally, through pictures, or in writing. b. Makes connections: text-to-self, text-to- text, text-to-world.ELACCKRL3: With prompting and support, identify ELAKR6 The student gains meaning from orally presented text. The studentcharacters, settings, and major events in a story. (E) c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text. ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a response to literature that: c. Begins to use organizational structures.ELACCKRL4: Ask and answer questions about unknown ELAKR5 The student acquires and uses grade-level words to communicate effectively. The studentwords in a text. (G) a. Listens to a variety of texts and uses new vocabulary in oral language. b. Discusses the meaning of words and understands that some words have multiple meanings.ELACCKRL5: Recognize common types of texts (e.g., ELAKR6 The student gains meaning from orally presented text. The studentstorybooks, poems). (G) a. Listens to and reads a variety of literary (e.g., short stories, poems) and informational texts and materials to gain knowledge and for pleasure.ELACCKRL6: With prompting and support, name the NOT PRESENT IN GPSauthor and illustrator of a story and define the role ofeach in telling the story. There is not a Kindergarten GPSto align with this CC standard. (W)ELACCKRL7: With prompting and support, describe the ELAKR6 The student gains meaning from orally presented text. The studentrelationship between illustrations and the story in b. Makes predictions from pictures and titles.which they appear (e.g., what moment in a story an f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text.illustration depicts). (E)ELACCKRL8: (Not applicable to literature)ELACCKRL9: With prompting and support, compare and ELAKR6 The student gains meaning from orally presented text. The studentcontrast the adventures and experiences of characters b. Makes predictions from pictures and titles.in familiar stories. (W) f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text. ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student l. Recognizes plot, setting, and character within texts, and compares and contrasts these elements among text.ELACCKRL10: Actively engage in group reading activities ELAKR6 The student demonstrates the ability to read orally with speed, accuracy, and expression. The studentwith purpose and understanding. (E) a. Listens to and reads a variety of literary (e.g., short stories, poems) and informational texts and materials to gain knowledge and for pleasure. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 1 of 13 All Rights Reserved
    • RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of EducationAlignment:(W) Weak: Only minor aspects of Common Core were noted in GPS.(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.(E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 2 of 13 All Rights Reserved
    • RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education Kindergarten CCGPS Kindergarten GPS READING INFORMATIONAL (RI) Color key: different grade level/ Color key: different domain or strandELACCKRI1: With prompting and support, ask and ELAKR6 The student gains meaning from orally presented text. The studentanswer questions about key details in a text. (E) a. Listens to and reads a variety of literary (e.g., short stories, poems) and informational texts and materials to gain knowledge and for pleasure. c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text.ELACCKRI2: With prompting and support, identify the ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The studentmain topic and retell key details of a text. (E) *This g. Identifies the main idea and supporting details of informational text read or heard. stCCGPS aligns with 1 grade GPS.ELACCKRI3: With prompting and support, describe the ELAKR6 The student gains meaning from orally presented text. The studentconnection between two individuals, events, ideas, or c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events,pieces of information in a text. (W) resolution) of a read-aloud text. ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student i. Recognizes cause-and-effect relationships in text.ELACCKRI4: With prompting and support, ask and ELAKR5 The student acquires and uses grade-level words to communicate effectively. The studentanswer questions about unknown words in a text. (E) b. Discusses the meaning of words and understands that some words have multiple meanings.ELACCKRI5: Identify the front cover, back cover, and There is not a kindergarten GPS for this standardtitle page of a book. (W)ELACCKRI6: Name the author and illustrator of a text There is not a kindergarten GPS for this standardand define the role of each in presenting the ideas orinformation in a text. (W)ELACCKRI7: With prompting and support, describe the ELAKR6 The student gains meaning from orally presented text. The studentrelationship between illustrations and the text in b. Makes predictions from pictures and titles.which they appear (e.g., what person, place, thing, or f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text.idea in the text an illustration depicts). (E)ELACCKRI8: With prompting and support, identify the ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The studentreasons an author gives to support points in a text. (G) d. Recalls explicit facts and infers implicit facts. nd* This CCGPS aligns with 2 grade GPS. i. Identifies and infers main idea and supporting details.ELACCKRI9: With prompting and support, identify ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The studentbasic similarities in and differences between two texts f. Makes connections between texts and/or personal experiences.on the same topic (e.g., in illustrations, descriptions, orprocedures). (E) st*This CCGPS aligns with 1 grade GPS.ELACCKRI10: Actively engage in group reading ELAKR6 The student gains meaning from orally presented text. The studentactivities with purpose and understanding. (G) a. Listens to and reads a variety of literary (e.g., short stories, poems) and informational texts and materials to gain knowledge and for pleasure. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 3 of 13 All Rights Reserved
    • RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of EducationAlignment:(W) Weak: Only minor aspects of Common Core were noted in GPS.(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.(E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 4 of 13 All Rights Reserved
    • RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education Kindergarten CCGPS Kindergarten GPS READING FOUNDATIONAL (RF) Color key: different grade level/ Color key: different domain or strandELACCKRF1: Demonstrate understanding of the ELAKR1 The student demonstrates knowledge of concepts of print.organization and basic features of print.a. Follow words from left to right, top to bottom, and ELAKR1 The student demonstrates knowledge of concepts of print. The studentpage-by-page. (E) c. Tracks text read from left to right and top to bottom.b. Recognize that spoken words are represented in ELAKR1 The student demonstrates knowledge of concepts of print. The studentwritten language by specific sequences of letters. (E) b. Demonstrates that print has meaning and represents spoken language in written form. d. Distinguishes among written letters, words, and sentences.c. Understand that words are separated by spaces in ELAKR1 The student demonstrates knowledge of concepts of print. The studentprint. (E) e. Recognizes that sentences in print are made up of separate words.d. Recognize and name all upper- and lowercase letters ELAKR3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds ofof the alphabet. (E) spoken words. The student b. Recognizes and names all uppercase and lowercase letters of the alphabet. ELAKW1 The student begins to understand the principles of writing. The student c. Accurately prints name, all uppercase and lowercase letters of the alphabet, and teacher-selected words.ELACCKRF2: Demonstrate understanding of spoken ELAKR2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spokenwords, syllables, and sounds (phonemes). words.(E)a. Recognize and produce rhyming words. (E) ELAKR2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. a. Identifies and produces rhyming words in response to an oral prompt and distinguishes rhyming and non-rhyming words. ELAKLSV1 The student uses oral and visual skills to communicate. c. Repeats auditory sequences (letters, words, numbers, and rhythmic patterns). d. Recites short poems, rhymes, songs, and stories with repeated patternsb. Count, pronounce, blend, and segment syllables in ELAKR2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spokenspoken words. (E) words. c. Blends and segments syllables in spoken words.c. Blend and segment onsets and rimes of single-syllable ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken stspoken words. (E) *This CCGPS aligns with 1 grade GPS words. The student b. Identifies onsets and rimes in spoken one-syllable words.d. Isolate and pronounce the initial, medial vowel, and ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spokenfinal sounds (phonemes) in three-phoneme (consonant- words. The studentvowel-consonant, or CVC) words. (This does not include a. Isolates beginning, middle, and ending sounds in single-syllable words.CVCs ending with /l/, /r/, or /x/.) (E) *This CCGPS aligns stwith 1 grade GPSe. Add or substitute individual sounds (phonemes) in ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spokensimple, one-syllable words to make new words. (E) *This words. The student stCCGPS aligns with 1 grade GPS c. Adds, deletes, or substitutes target sounds to change words (e.g., change top to stop; change smile to mile; change cat to cap).ELACCKRF3: Know and apply grade-level phonics and ELAKR3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 5 of 13 All Rights Reserved
    • RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Educationword analysis skills in decoding words. (E) spoken words. (E) a. Demonstrates an understanding that there are systematic and predictable relationships between print and spoken sounds. e. Applies learned phonics skills when reading words and sentences in stories.a. Demonstrate basic knowledge of one-to-one letter- ELAKR3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds ofsound correspondences by producing the primary or spoken words. The studentmany of most frequent sounds for each consonant. (E) c. Matches all consonant and short-vowel sounds to appropriate letters.b. Associate the long and short sounds with the common ELAKR3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds ofspellings (graphemes) for the five major vowels. (E) spoken words. The student c. Matches all consonant and short-vowel sounds to appropriate letters. ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student a. Automatically generates the sounds for all letters and letter patterns, including long and short vowels.c. Read common high-frequency words by sight. (e.g., ELAKR2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spokenthe, of, to, you, she, my, is, are, do, does). words.(E) d. Blends individual sounds to read one-syllable decodable words. e. Blends spoken phonemes to make high frequency words. ELAKR4 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student a. Reads previously taught high frequency words at the rate of 30 words correct per minute. ELA1R4 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student b. Automatically recognizes additional high frequency and familiar words within texts.d. Distinguish between similarly spelled words by ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spokenidentifying the sounds of the letters that differ. words. The student st*This CCGPS aligns with 1 grade GPS c. Adds, deletes, or substitutes target sounds to change words (e.g., change top to stop; change smile to mile; change cat to cap). (*Expectations differ.)ELACCKRF4: Read emergent-reader texts with purpose ELAKR4 The student demonstrates the ability to read orally with speed, accuracy, and expression. The studentand understanding. (E) a. Reads previously taught high frequency words at the rate of 30 words correct per minute. b. Read previously taught grade-level text with appropriate expression.Alignment:(W) Weak: Only minor aspects of Common Core were noted in GPS.(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.(E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 6 of 13 All Rights Reserved
    • RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education Kindergarten CCGPS Kindergarten GPS WRITING (W) Color key: different grade level/ Color key: different domain or strandELACCKW1: Use a combination of drawing, dictating, ELAKW1 The student begins to understand the principles of writing. The studentand writing to compose opinion pieces in which they a. Writes or dictates to describe familiar persons, places, objects, or experiences.tell a reader the topic or the name of the book they b. Uses drawings, letters, and phonetically spelled words to create meaning. d. Uses left-to-right pattern of writing.are “writing” about and state an opinion or preference ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature.about the topic or book (e.g., My favorite book is…). The student produces a persuasive piece that:(E) a. States an opinion. b. May use words, illustrations, or graphics to support an opinion.ELACCKW2: Use a combination of drawing, dictating, ELAKW1 The student begins to understand the principles of writing. The studentand writing to compose informative/explanatory texts a. Writes or dictates to describe familiar persons, places, objects, or experiences.in which they name what they are writing about and b. Uses drawings, letters, and phonetically spelled words to create meaning. d. Uses left-to-right pattern of writing.supply some information about the topic. (E) ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces informational writing that: a. Involves one topic. b. Uses drawings, letters, and phonetically spelled words to share information. c. Begins to use organizational structures (steps).ELACCKW3: Use a combination of drawing, dictating, ELAKW1 The student begins to understand the principles of writing. The studentand writing to narrate a single event or several loosely a. Writes or dictates to describe familiar persons, places, objects, or experiences.linked events, tell about the events in the order in b. Uses drawings, letters, and phonetically spelled words to create meaning. d. Uses left-to-right pattern of writing.which they occurred, and provide a reaction to what ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature.happened. (E) The student writes a narrative that: a. Involves one event. b. Uses drawings, letters, and phonetically spelled words to describe a personal experience. c. Begins to use organizational structures (beginning, middle, end).ELACCKW4: (Begins in grade 3)ELACCKW5: With guidance and support from adults, ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature.respond to questions and suggestions from peers The student writes a narrative that:and add details to strengthen writing as needed. (G) f. Includes oral or written prewriting to generate ideas (graphic organizers and pictures). g. May include a draft developed from prewriting. The student produces informational writing that: f. Includes oral or written pre-writing to generate ideas (graphic organizers and pictures). g. May include a draft developed from pre-writing. h. May publish a final copy. The student produces a persuasive piece that: e. Pre-writes orally or written to generate ideas (graphic organizers and pictures). f. May include a draft developed from prewriting. The student produces a response to literature that: Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 7 of 13 All Rights Reserved
    • RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education d. Pre-writes orally or written to generate ideas (graphic organizers, pictures). e. May include a draft developed from pre-writing.ELACCKW6: With guidance and support from adults, ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature.explore a variety of digital tools to produce and publish The student produces informational writing that:writing, including in collaboration with peers. (G) h. May publish a final copy. ELA1W1 The student begins to understand the principles of writing. The student k. Begins to use a variety of resources (picture dictionaries, the Internet, books) and strategies to gather information to write about a topic.ELACCKW7: Participate in shared research and writing ELA1W1 The student begins to understand the principles of writing. The studentprojects (e.g., explore a number of books by a favorite k. Begins to use a variety of resources (picture dictionaries, the Internet, books) and strategies to gather information to write about aauthor and express opinions about them). (G) *This topic. stCCGPS aligns with 1 grade GPSELACCKW8: With guidance and support from adults, ELAKW1 The student begins to understand the principles of writing. The studentrecall information from experiences or gather a. Writes or dictates to describe familiar persons, places, objects, or experiences.information from provided sources to answer a ELAKR6 The student gains meaning from orally presented text. The student g. Connects life experiences to read-aloud text.question. (E) ELAKLSV1 The student uses oral and visual skills to communicate. The student g. Communicates effectively when relating experiences and retelling stories heard.ELACCKW9: (Begins in grade 4)ELACCKW10: (Begins in grade 3)Alignment:(W) Weak: Only minor aspects of Common Core were noted in GPS.(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.(E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 8 of 13 All Rights Reserved
    • RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education Kindergarten CCGPS Kindergarten GPS SPEAKING AND LISTENING (SL) Color key: different grade level/ Color key: different domain or strandELACCKSL1: Participate in collaborative conversations ELAKLSV1 The student uses oral and visual skills to communicate.with diverse partners about kindergarten topics and a. Listens and speaks appropriately with peers and adults.texts with peers and adults in small and larger groups. g. Communicates effectively when relating experiences and retelling stories heard.(E)a. Follow agreed-upon rules for discussions (e.g., ELAKLSV1 The student uses oral and visual skills to communicate.listening to others and taking turns speaking about the a. Listens and speaks appropriately with peers and adults.topics and texts under discussion). (E) ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student f. Displays appropriate turn-taking behaviors.b. Continue a conversation through multiple exchanges. ELAKLSV1 The student uses oral and visual skills to communicate.(W) a. Listens and speaks appropriately with peers and adults. ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student f. Displays appropriate turn-taking behaviors.ELACCKSL2: Confirm understanding of written texts ELAKR6 The student gains meaning from orally presented textread aloud or information presented orally or through d. Begins to distinguish fact from fiction in a read-aloud text.media by asking and answering questions about key ELA1LSV1 The student uses oral and visual strategies to communicate. The studentdetails and requesting clarification if something is not c. Responds appropriately to orally presented questions.understood. (G) ELA2LSV1 The student uses oral and visual strategies to communicate. The student a. Interprets information presented and seeks clarification when needed.ELACCKSL3: Ask and answer questions in order to seek ELAKLSV1 The student uses oral and visual skills to communicate. The studenthelp, get information, or clarify something that is not b. Follows two-part oral directions.understood. (W) ELA1LSV1 The student uses oral and visual strategies to communicate. The student a. Follows three-part oral directions. ELA2LSV1 The student uses oral and visual strategies to communicate. The student a. Interprets information presented and seeks clarification when needed.ELACCKSL4: Describe familiar people, places, things, ELAKLSV1 The student uses oral and visual skills to communicate. The studentand events and, with prompting and support, provide e. Describes people, places, things, locations, and actions.additional detail. (E)ELACCKSL5: Add drawings or other visual displays to ELAKLSV1 The student uses oral and visual skills to communicate.descriptions as desired to provide additional detail. (E) ELAKW1 The student begins to understand the principles of writing. The student b. Uses drawings, letters, and phonetically spelled words to create meaning. ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student writes a narrative that: b. Uses drawings, letters, and phonetically spelled words to describe a personal experience. The student produces a persuasive piece that: b. May use words, illustrations, or graphics to support an opinion. The student produces informational writing that: b. Uses drawings, letters, and phonetically spelled words to share information. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 9 of 13 All Rights Reserved
    • RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of EducationELACCKSL6: Speak audibly and express thoughts, ELAKLSV1 The student uses oral and visual skills to communicate. The studentfeelings, and ideas clearly. (E) f. Increases vocabulary to reflect a growing range of interests and knowledge. g. Communicates effectively when relating experiences and retelling stories heard. h. Uses complete sentences when speaking. i. Begins to use subject-verb agreement and tense.Alignment:(W) Weak: Only minor aspects of Common Core were noted in GPS.(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.(E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 10 of 13 All Rights Reserved
    • RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education Kindergarten CCGPS Kindergarten GPS LANGUAGE (L) Color key: different grade level/ Color key: different domain or strandELACCKL1: Demonstrate command of the conventions ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves theof standard English grammar and usage when writing appropriate application of conventions and grammar in both written and spoken formats. rdor speaking. (E) * This CCGPS aligns with 3 grade GPSa. Print many upper- and lowercase letters. (E) ELAKW1 The student begins to understand the principles of writing. The student c. Accurately prints name, all uppercase and lowercase letters of the alphabet, and teacher-selected words.b. Use frequently occurring nouns and verbs. (W) *This ELA1W1 The student begins to understand the principles of writing. The student nd rdCCGPS aligns with 2 and 3 grade GPS f. Uses nouns (singular and plural) correctly. ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a narrative that: e. Develops characters and setting using sensory details (descriptive adjectives and strong verbs).c. Form regular plural nouns orally by adding /s/ or /es/ ELAKLSV1 The student uses oral and visual skills to communicate. The student(e.g., dog, dogs; wish, wishes) when speaking. (G) i. Begins to use subject-verb agreement and tense. ELA1W1 The student begins to understand the principles of writing. The student f. Uses nouns (singular and plural) correctly.d. Understand and use question words (interrogatives) ELAKR6 The student gains meaning from orally presented text. The student(e.g., who, what, where, when, why, how). (W) c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text. ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student b. Asks relevant questions.e. Use the most frequently occurring prepositions (e.g., ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves theto, from, in, out, on, off, for, of, by, with). appropriate application of conventions and grammar in both written and spoken formats. The student th(E)*This CCGPS aligns with 5 grade GPS a. Uses and identifies the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).f. Produce and expand complete sentences in shared ELAKLSV1 The student uses oral and visual strategies to communicate. The studentlanguage activities. (G) h. Uses complete sentences when speaking. ELA1W1 The student begins to understand the principles of writing. The student i. Begins to write different types of sentences (e.g., simple/compound and declarative/interrogative).ELACCKL2: Demonstrate command of the conventions ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves theof standard English capitalization, punctuation, and appropriate application of conventions and grammar in both written and spoken formats. rdspelling when writing. (E) * This CCGPS aligns with 3grade GPSa. Capitalize the first word in a sentence and the ELAKR1 The student demonstrates knowledge of concepts of print. The studentpronoun I. (E) f. Begins to understand that punctuation and capitalization are used in all written sentences. ELAKW1 The student begins to understand the principles of writing. The student e. Begins to use capitalization at the beginning of sentences and punctuation (periods and question marks) at the end of sentences. ELA1R1 The student demonstrates knowledge of concepts of print. The student c. Demonstrates an understanding that punctuation and capitalization are used in all written sentences. ELA1W1 The student begins to understand the principles of writing. The student Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 11 of 13 All Rights Reserved
    • RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Education g. Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns. l. Uses appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns (e.g., personal names, months).b. Recognize and name end punctuation. (E) ELAKR1 The student demonstrates knowledge of concepts of print. The student f. Begins to understand that punctuation and capitalization are used in all written sentences. ELAKW1 The student begins to understand the principles of writing. The student e. Begins to use capitalization at the beginning of sentences and punctuation (periods and question marks) at the end of sentences.c. Write a letter or letters for most consonant and ELAKR2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spokenshort-vowel sounds (phonemes). (G) words. The student b. Identifies component sounds (phonemes and combinations of phonemes) in spoken words.d. Spell simple words phonetically, drawing on ELAKW1 The student begins to understand the principles of writing. The studentknowledge of sound-letter relationships. (E) b. Uses drawings, letters, and phonetically spelled words to create meaning. ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student g. Uses spelling patterns to recognize words. h. Applies learned phonics skills when reading and writing words, sentences, and stories. ELA1W1 The student begins to understand the principles of writing. The student j. Begins to use common rules of spelling.ELACCKL3: (begins in grade 2)ELACCKL4: Determine or clarify the meaning of ELAKR5 The student acquires and uses grade-level words to communicate effectively.unknown and multiple-meaning words and phrasesbased on kindergarten reading and content. (E)a. Identify new meanings for familiar words and apply ELAKR5 The student acquires and uses grade-level words to communicate effectively.them accurately (e.g., knowing duck as a bird and b. Discusses the meaning of words and understands that some words have multiple meanings.learning the verb to duck). (E)b. Use the most frequently occurring inflections and ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The studentaffixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to j. Identifies word parts to determine meanings.the meaning of an unknown word. (E) *This CCGPS staligns with 1 grade GPSELACCKL5: With guidance and support from adults, ELAKR5 The student acquires and uses grade-level words to communicate effectively.explore word relationships and nuances in wordmeanings. (G)a. Sort common objects into categories (e.g., shapes, Sorting is a skill in kindergarten Science GPS.foods) to gain a sense of the concepts the categoriesrepresent. (G)b. Demonstrate understanding of frequently occurring ELA1R5 The student acquires and uses grade-level words to communicate effectively. The studentverbs and adjectives by relating them to their opposites c. Identifies words that are opposites (antonyms) or have similar meanings (synonyms).(antonyms). (G)c. Identify real-life connections between words and ELAKR5 The student acquires and uses grade-level words to communicate effectively.their use (e.g., note places at school that are colorful). b. Discusses the meaning of words and understands that some words have multiple meanings(G)d. Distinguish shades of meaning among verbs ELA1R5 The student acquires and uses grade-level words to communicate effectively.describing the same general action (e.g., walk, march, The student Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 12 of 13 All Rights Reserved
    • RMD DRAFT DOCUMENT Updated August 2011 Georgia Department of Educationstrut, prance) by acting out the meanings. (G) c. Identifies words that are opposites (antonyms) or have similar meanings (synonyms).ELACCKL6: Use words and phrases acquired through ELAKLSV1 The student uses oral and visual skills to communicate. The studentconversations, reading and being read to, and f. Increases vocabulary to reflect a growing range of interests and knowledge.responding to texts. (G) ELAKR5 The student acquires and uses grade-level words to communicate effectively. The student a. Listens to a variety of texts and uses new vocabulary in oral language.Alignment:(W) Weak: Only minor aspects of Common Core were noted in GPS.(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.(E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 Page 13 of 13 All Rights Reserved