1. RMD
DRAFT DOCUMENT Updated August 2011
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Kindergarten CCGPS Kindergarten GPS
READING LITERARY (RL) Color key: different grade level/ Color key: different domain or strand
ELACCKRL1: With prompting and support, ask and ELAKR6 The student gains meaning from orally presented text. The student
answer 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 student
stories, 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 student
characters, 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 student
words 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 student
storybooks, 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 GPS
author and illustrator of a story and define the role of
each in telling the story. There is not a Kindergarten GPS
to align with this CC standard. (W)
ELACCKRL7: With prompting and support, describe the ELAKR6 The student gains meaning from orally presented text. The student
relationship 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 student
contrast 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 student
with 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.
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Dr. John D. Barge, State School Superintendent
June 2011 Page 1 of 13
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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.
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June 2011 Page 2 of 13
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3. 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 strand
ELACCKRI1: With prompting and support, ask and ELAKR6 The student gains meaning from orally presented text. The student
answer 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 student
main topic and retell key details of a text. (E) *This g. Identifies the main idea and supporting details of informational text read or heard.
st
CCGPS aligns with 1 grade GPS.
ELACCKRI3: With prompting and support, describe the ELAKR6 The student gains meaning from orally presented text. The student
connection 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 student
answer 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 standard
title page of a book. (W)
ELACCKRI6: Name the author and illustrator of a text There is not a kindergarten GPS for this standard
and define the role of each in presenting the ideas or
information in a text. (W)
ELACCKRI7: With prompting and support, describe the ELAKR6 The student gains meaning from orally presented text. The student
relationship 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 student
reasons 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 student
basic 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, or
procedures). (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 student
activities 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.
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4. RMD
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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.
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June 2011 Page 4 of 13
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5. RMD
DRAFT DOCUMENT Updated August 2011
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Kindergarten CCGPS Kindergarten GPS
READING FOUNDATIONAL (RF) Color key: different grade level/ Color key: different domain or strand
ELACCKRF1: 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 student
page-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 student
written 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 student
print. (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 of
of 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 spoken
words, 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 patterns
b. Count, pronounce, blend, and segment syllables in ELAKR2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken
spoken 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
st
spoken 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 spoken
final sounds (phonemes) in three-phoneme (consonant- words. The student
vowel-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
st
with 1 grade GPS
e. Add or substitute individual sounds (phonemes) in ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken
simple, one-syllable words to make new words. (E) *This words. The student
st
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).
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
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6. RMD
DRAFT DOCUMENT Updated August 2011
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word 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 of
sound correspondences by producing the primary or spoken words. The student
many 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 of
spellings (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 spoken
the, 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 spoken
identifying 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 student
and 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.
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June 2011 Page 6 of 13
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7. 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 strand
ELACCKW1: Use a combination of drawing, dictating, ELAKW1 The student begins to understand the principles of writing. The student
and 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 student
and 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 student
and 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:
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8. RMD
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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 student
projects (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 a
author and express opinions about them). (G) *This topic.
st
CCGPS aligns with 1 grade GPS
ELACCKW8: With guidance and support from adults, ELAKW1 The student begins to understand the principles of writing. The student
recall 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.
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June 2011 Page 8 of 13
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Kindergarten CCGPS Kindergarten GPS
SPEAKING AND LISTENING (SL) Color key: different grade level/ Color key: different domain or strand
ELACCKSL1: 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 text
read 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 student
details 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 student
help, 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 student
and 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.
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ELACCKSL6: Speak audibly and express thoughts, ELAKLSV1 The student uses oral and visual skills to communicate. The student
feelings, 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.
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11. RMD
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Kindergarten CCGPS Kindergarten GPS
LANGUAGE (L) Color key: different grade level/ Color key: different domain or strand
ELACCKL1: Demonstrate command of the conventions ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
of standard English grammar and usage when writing appropriate application of conventions and grammar in both written and spoken formats.
rd
or speaking. (E) * This CCGPS aligns with 3 grade GPS
a. 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 rd
CCGPS 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 the
to, 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 student
language 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 the
of standard English capitalization, punctuation, and appropriate application of conventions and grammar in both written and spoken formats.
rd
spelling when writing. (E) * This CCGPS aligns with 3
grade GPS
a. Capitalize the first word in a sentence and the ELAKR1 The student demonstrates knowledge of concepts of print. The student
pronoun 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
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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 spoken
short-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 student
knowledge 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 phrases
based 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 student
affixes (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
st
aligns with 1 grade GPS
ELACCKL5: With guidance and support from adults, ELAKR5 The student acquires and uses grade-level words to communicate effectively.
explore word relationships and nuances in word
meanings. (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 categories
represent. (G)
b. Demonstrate understanding of frequently occurring ELA1R5 The student acquires and uses grade-level words to communicate effectively. The student
verbs 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
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13. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
strut, 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 student
conversations, 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