Introduction to Debate Kindergarten  (#5010100) 


This document was generated on CPALMS - www.cpalms.org
You are not viewing the current course, please click the current year’s tab.

Course Standards


Name Description
ELA.K.C.1.1: Print many upper- and lowercase letters.
Clarifications:
Clarification 1: Students should attend to spacing between letters. 

Clarification 2: Of the many letters students need to be able to print, all vowels must be included. For example, a student who can print 22 letters, both upper- and lowercase, but not “a” or “A” has not mastered the benchmark.

ELA.K.C.1.2: Using a combination of drawing, dictating, and/or writing, create narratives with the events in chronological order.
Clarifications:
Clarification 1: The product can be written, drawn, dictated, or a combination of all. 

Clarification 2: See Writing Types.

ELA.K.C.1.3: Using a combination of drawing, dictating, and/or writing, express opinions about a topic or text with at least one supporting reason.
Clarifications:
Clarification 1: The product can be written, oral, drawn, dictated, or a combination of all. 

Clarification 2: See Writing Types.

ELA.K.C.1.4: Using a combination of drawing, dictating, and/or writing, provide factual information about a topic.
Clarifications:
Clarification 1: The product can be written, drawn, dictated, or a combination of all. 
Clarification 2: Some opinion can be added to the information, but it should mostly be factual. It is important that students understand the difference between writing to explain and writing to express an opinion. 
Clarification 3: See Writing Types.
ELA.K.C.1.5: With guidance and support from adults, improve drawing and writing, as needed, by planning, revising, and editing.
Clarifications:
Clarification 1: “As needed” refers to the fact that sometimes instruction will focus on a specific skill or part of the process. For example, a lesson may focus on planning. In those instances, only the planning step would be focused on. By the end of the year, students should have ample opportunities to engage in planning, revising, and editing.
ELA.K.C.2.1: Present information orally using complete sentences.
Clarifications:
Clarification 1: For further guidance, see the Elementary Oral Communication Rubric.
ELA.K.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows:
  • Begin each sentence with a capital letter and use ending punctuation.
  • Capitalize the days of the week, the months of the year, and the pronoun I.
  • Form regular plural nouns orally by adding /s/ or /es/.
  • Use interrogatives to ask questions. 
Skills to be implemented but not yet mastered are as follows:
  • Capitalize proper nouns.
  • Form and use simple verb tenses for regular verbs by adding the affix -ed.
  • Form and use complete simple sentences.
  • Use possessives.
  • Use subject-verb agreement in simple sentences.
Clarification 2: See Convention Progression by Grade Level for more information. 
ELA.K.C.4.1: Recall information to answer a question about a single topic.
ELA.K.C.5.1: Use a multimedia element to enhance oral or written tasks.
Clarifications:
Clarification 1: Multimedia elements may include, but are not limited to, a drawing, picture, artifact, audio or digital representation.
Multimedia elements may include, but are not limited to, a drawing, picture, artifact, audio or digital representation. At this grade level, the element should relate to the task but that relationship may be tangential. It does not require but can include the use of computers.
ELA.K.R.1.1: Describe the main character(s), setting, and important events in a story.
Clarifications:
Clarification 1: In describing the main character, students can describe appearance, actions, feelings, and thoughts of the character. Students will explain what in the text their description is based on. 
Clarification 2: For setting, students will discuss where the events of the story are happening. The time element of setting should only be addressed in texts where it is explicitly indicated. 
Clarification 3: Descriptions can be oral, either in response to a question or through discussion.
ELA.K.R.1.4: Identify rhyme in a poem.
Clarifications:
Clarification 1: This benchmark builds on the skills from the phonological awareness benchmark ELA.K.F.1.2(b): Identify and produce alliterative and rhyming words. The expectation is that students identify rhyming words in a poem that is read aloud. 

Clarification 2: Students will also note where the rhyme is coming, e.g., at the end of a line.

ELA.K.R.2.2: Identify the topic of and multiple details in a text.
Clarifications:
Clarification 1: The topic is the general subject of the text, a word or a short phrase describing what the text is about. For example, the main topic of the book Why Should I Recycle? is recycling.
ELA.K.R.2.4: Explain the difference between opinions and facts about a topic.
Clarifications:
Clarification 1: Students will explain which statements are fact and which are opinion within a text. 

Clarification 2: Students will orally explain that facts are things that a person knows about something and that can be proven true or false. Students will orally explain that opinions are what a person thinks about something, often related to feelings or beliefs. Opinions cannot be proven true or false. 

Example: “Dogs need food and water to survive” is a fact. It can be proven to be true. “Dogs are the best pets” is an opinion. It’s what someone may think, but it can’t be proven.

ELA.K.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
Clarifications:
Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, are vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

Introduction to Debate Kindergarten is to be a course to develop students' beginning awareness, understanding, and application of language arts as it applies to oral communication concepts and strategies in a variety of given settings. A majority of Kindergarten English Language Arts standards have been included.


GENERAL NOTES

The content should include, but not be limited to, the following:

• learning and practicing a variety of speech formats

• learning and demonstrating appropriate formal and informal public speaking techniques for audience, purpose, and occasion

c eye contact and body movements

o voice register and choices of language

o use of standard English

• using research and writing skills to support selected topics and points of view

o across a range of disciplines

o using a range of sources, including digital

• collaboration amongst peers, especially during the drafting and practicing stages


General Information

Course Number: 5010100 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: English/Language Arts > SubSubject: General >
Abbreviated Title: INTRO TO DEBATE GR K
Course Type: Elective Course Course Level: 2
Course Status: Course Approved
Grade Level(s): K



Educator Certifications

Primary Education (K-3)
Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6)
Prekindergarten/Primary Education (Age 3 through Grade 3)
Early Childhood Education (Early Childhood)
English (Elementary Grades 1-6)


There are more than 1380 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/22048