[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-485266-105":59,"doc-detail-485266-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","kindergarten-reading-literature-informational-text-progress-indicators","Kindergarten - Reading Literature & Informational Text Progress Indicators","","Kindergarten-level New Jersey Student Learning Standards for English Language Arts define cross-disciplinary literacy expectations and end-of-year progressions that support college and workforce readiness by the end of high school. The document outlines annual grade-specific expectations, emphasizing students’ ability to meet, retain, and build skills across grades. It presents anchor standards for reading, including key ideas and details, craft and structure, integration of knowledge and ideas, and reading complexity. It also provides kindergarten progress indicators for reading literature and informational text, with prompting and support.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/kindergarten-reading-literature-informational-text-progress-indicators/485266/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/kindergarten-reading-literature-informational-text-progress-indicators/485266.png","ImageObject",300,407,{"name":92,"@type":93},"aboduw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What do the New Jersey Student Learning Standards expect students to achieve by the end of high school?","Question",{"text":112,"@type":113},"They define general, cross-disciplinary literacy expectations and grade-specific end-of-year expectations that build toward college and workforce readiness by the end of high school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the anchor standards for reading included in this kindergarten document?",{"text":117,"@type":113},"The anchor standards cover Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of reading skills are listed for kindergarten progress in literature and informational text?",{"text":121,"@type":113},"For literature, students are expected to ask and answer questions, retell familiar stories, identify characters and events, and understand words, text types, and relationships between illustrations and stories. For informational text, students focus on asking and answering questions, identifying main topics, retelling key details, describing relationships between information, and recognizing reasons authors give for points.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},485266,1790896592,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},3985747862266,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Kindergarten  \nThe New Jersey Student Learning Standards define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K–12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school.  \nStudents advancing through the grades are expected to meet each year’s grade-specific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by the standards.  \nAnchor Standards: Reading  \nKey Ideas and Details  \nNJSLSA.R1 . Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.  \nNJSLSA.R2 . Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.  \nNJSLSA.R3 . Analyze how and why individuals, events, and ideas develop and interact over the course of a text.  \nCraft and Structure  \nNJSLSA.R4 . Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.  \nNJSLSA.R5 . Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions ofthe text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.  \nNJSLSA.R6 . Assess how point of view or purpose shapes the content and style of a text.  \nIntegration of Knowledge and Ideas  \nNJSLSA.R7 . Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.  \nNJSLSA.R8 . Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.  \nNJSLSA.R9 . Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.  \nRange of Reading and Level of Text Complexity  \nNJSLSA.R10 . Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.  \nNote on range and content of student reading  \nTo build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential.  \nKindergarten  \nProgress Indicators Reading Literature Text  \nKey Ideas and Details  \nRL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how) .  \nRL.K.2. With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how) .  \nRL.K.3. With prompting and support, identify characters, settings, and major events in a story.  \nCraft and Structure  \nRL.K.4 . Ask and answer questions about unknown words in a text.  \nRL.K.5. Recognize common types of texts (e.g., stor","cbCaimo9MdYYGdb1","https://ap.wps.com/l/cbCaimo9MdYYGdb1","pdf",63773,13,"English","# Anchor Standards: Reading\n## Key Ideas and Details\n## Craft and Structure\n## Integration of Knowledge and Ideas\n## Range of Reading and Level of Text Complexity\n# Kindergarten Progress Indicators Reading Literature\n## Key Ideas and Details\n## Craft and Structure\n## Integration of Knowledge and Ideas\n## Range of Reading and Level of Text Complexity\n# Kindergarten Progress Indicators for Reading Informational Text\n## Key Ideas and Details\n## Craft and Structure\n## Integration of Knowledge and Ideas\n## Range of Reading and Level of Text Complexity","[{\"question\":\"What do the New Jersey Student Learning Standards expect students to achieve by the end of high school?\",\"answer\":\"They define general, cross-disciplinary literacy expectations and grade-specific end-of-year expectations that build toward college and workforce readiness by the end of high school.\"},{\"question\":\"What are the anchor standards for reading included in this kindergarten document?\",\"answer\":\"The anchor standards cover Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity.\"},{\"question\":\"What kinds of reading skills are listed for kindergarten progress in literature and informational text?\",\"answer\":\"For literature, students are expected to ask and answer questions, retell familiar stories, identify characters and events, and understand words, text types, and relationships between illustrations and stories. For informational text, students focus on asking and answering questions, identifying main topics, retelling key details, describing relationships between information, and recognizing reasons authors give for points.\"}]","Kindergarten - Reading Literature & Informational Text Progress Indicators | PDF",1790803947,33]