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No language arts problems are tagged to kindergarten standards yet. Choose Topic instead to browse every language arts problem.
Use common, proper, and possessive nouns.
Use determiners (e.g., articles, demonstratives).
Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
Use an apostrophe to form contractions and frequently occurring possessives.
Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Form and use regular and irregular plural nouns.
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
Ensure subject-verb and pronoun-antecedent agreement.
Use coordinating and subordinating conjunctions.
Produce simple, compound, and complex sentences.
Capitalize appropriate words in titles.
Use commas in addresses.
Use commas and quotation marks in dialogue.
Form and use possessives.
Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Explain how an author uses reasons and evidence to support particular points in a text.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (The umbrella standard: used for skills CCSS names nowhere more specific, such as double negatives.)
Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Correctly use frequently confused words (e.g., to, too, two; there, their).
Use commas and quotation marks to mark direct speech and quotations from a text.
Use a comma before a coordinating conjunction in a compound sentence.
Spell grade-appropriate words correctly, consulting references as needed.
Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
Recognize and explain the meaning of common idioms, adages, and proverbs.
Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Use punctuation to separate items in a series.
Use a comma to separate an introductory element from the rest of the sentence.
Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
No language arts problems are tagged to 7th grade standards yet. Choose Topic instead to browse every language arts problem.
Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
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