All+Content+Standards+for+Kindergarten

= = Kindergarten Georgia Performance Standards:

[]

__** English Language Arts & Reading **__

a. Recognizes that print and pictures (signs and labels, newspapers, and informational books) can inform, entertain, and persuade. b. Demonstrates that print has meaning and represents spoken language in written form. c. Tracks text read from left to right and top to bottom. d. Distinguishes among written letters, words, and sentences. e. Recognizes that sentences in print are made up of separate words. f. Begins to understand that punctuation and capitalization are used in all written sentences.
 * ELAKR1 ****The student demonstrates knowledge of concepts of print. The student **

a. Identifies and produces rhyming words in response to an oral prompt and distinguishes rhyming and non-rhyming words. b. Identifies component sounds (phonemes and combinations of phonemes) in spoken words. c. Blends and segments syllables in spoken words. d. Segments the phonemes in high frequency words. e. Blends spoken phonemes to make high frequency words. a. Demonstrates an understanding that there are systematic and predictable relationships between print and spoken sounds. b. Recognizes and names all uppercase and lowercase letters of the alphabet. c. Matches all consonant and short-vowel sounds to appropriate letters. d. Blends individual sounds to read one-syllable decodable words. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">e. Applies learned phonics skills when reading words and sentences in stories. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">a. Reads previously taught high frequency words at the rate of 30 words correct per minute. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">b. Reads previously taught grade-level text with appropriate expression. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">a. Listens to a variety of texts and uses new vocabulary in oral language. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">b. Discusses the meaning of words and understands that some words have multiple meanings. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">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. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">b. Makes predictions from pictures and titles. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">d. Begins to distinguish fact from fiction in a read-aloud text. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">e. Retells familiar events and stories to include beginning, middle, and end. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">g. Connects life experiences to read-aloud text. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">h. Retells important facts in the student’s own words. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">a. Writes or dictates to describe familiar persons, places, objects, or experiences. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">b. Uses drawings, letters, and phonetically spelled words to create meaning. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">c. Accurately prints name, all uppercase and lowercase letters of the alphabet, and teacher-selected words. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">d. Uses left-to-right pattern of writing. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">e. Begins to use capitalization at the beginning of sentences and punctuation (periods and question marks) at the end of sentences. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">a. Involves one event. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">b. Uses drawings, letters, and phonetically spelled words to describe a personal experience. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">c. Begins to use organizational structures (beginning, middle, end). <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">d. May include describing words. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">e. May include a sense of closure. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">f. Includes oral or written prewriting to generate ideas (graphic organizers and pictures). <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">g. May include a draft developed from prewriting. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">a. Involves one topic. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">b. Uses drawings, letters, and phonetically spelled words to share information. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">c. Begins to use organizational structures (steps). <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">d. May include describing words. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">e. May include a sense of closure. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">f. Includes oral or written pre-writing to generate ideas (graphic organizers and pictures). <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">g. May include a draft developed from pre-writing. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">h. May publish a final copy. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">a. States an opinion. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">b. May use words, illustrations, or graphics to support an opinion. <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">c. Begins to use formats appropriate to the genre (letter, poster). <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">d. May include describing words.
 * ELAKR2 ****<span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student **
 * ELAKR3 ****<span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student **
 * ELAKR4 ****<span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">The student demonstrates the ability to read orally with speed, accuracy, and expression. The student **
 * ELAKR5 ****<span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">The student acquires and uses grade-level words to communicate effectively. The student **
 * ELAKR6 ****<span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">The student gains meaning from orally presented text. The student **
 * ELAKW1 ****<span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">The student begins to understand the principles of writing. The student **
 * ELAKW2 ****<span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student writes a narrative that: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">The student produces informational writing that: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">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. g. May include a sense of closure.

a. Retells a story orally, through pictures, or in writing. b. Makes connections: text-to-self, text-to-text, text- to-world. c. Begins to use organizational structures ( beginning, middle, end) d. Pre-writes orally or written to generate ideas (graphic organizers, pictures). e. May include a draft developed from pre-writing. f. May include a sense of closure.
 * The student produces a response to literature that: **

a. Listens and speaks appropriately with peers and adults. b. Follows two-part oral directions. c. Repeats auditory sequences (letters, words, numbers, and rhythmic patterns). d. Recites short poems, rhymes, songs, and stories with repeated patterns. e. Describes people, places, things, locations, and actions. 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.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 15.3333px;">ELAKLSV1 **** The student uses oral and visual skills to communicate. The student **


 * __Mathematics__ **

a. Count a number of objects up to 30. b. Produce models for number words through ten. c. Write numerals through 20 to label sets. d. Sequence and identify using ordinal numbers (1 st -10 th ). e. Compare two or more sets of objects (1-10) and identify which set is equal to, more than, or less than the other. f. Estimate quantities using five and ten as a benchmark. (e.g. 9 is one five and four more. It is closer to 10, which can be represented as one ten or two fives, than it is to five.) g. Use informal strategies to share objects equally (divide) between two to three people or sets. h. Identify coins by name and value (penny, nickel, dime, and quarter). i. Count out pennies to buy items that together cost less than 30 cents. j. Make fair trades using combinations involving pennies and nickels and pennies and dimes.
 * MKN1. Students will connect numerals to the quantities they represent. **

a. Use counting strategies to find out how many items are in two sets when they are combined, separated, or compared. b. Build number combinations up to 10 (e.g., 4 and 1, 2 and 3, 3 and 2, 4 and 1 for five) and for doubles to 10 (3 and 3 for six). c. Use objects, pictures, numbers, or words to create, solve and explain story problems (combining, separating, or comparing) for two numbers that are each less than 10.
 * MKN2. Students will use representations to model addition and subtraction. **

a. Compare and order objects on the basis of length. b. Compare and order objects on the basis of capacity. c. Compare and order objects on the basis of height. d. Compare and order objects on the basis of weight.
 * MKM1. Students will group objects according to common properties such as longer/shorter, more/less, taller/shorter, and heavier/lighter. **

a. Know the names of the days of the week, as well as understand yesterday, today and tomorrow. b. Know the months of the year. c. Know the four seasons.
 * MKM2. Students will understand the measurement of calendar time. **

a. Order daily events. b. Tell the time when daily events occur, such as morning, afternoon, and evening. c. Know the name of the day of the week when weekly events occur in class
 * MKM3. Students will understand time as it relates to a daily schedule. **

a. Recognize and name the following basic two-dimensional figures: triangles, quadrilaterals (rectangles, squares) and circles. b. Recognize and name the following three-dimensional figures: spheres and cubes. c. Observe concrete objects in the environment and represent the objects using basic shapes. d. Combine basic figures to form other basic and complex figures into basic figures; decompose basic and complex figures into basic figures. e. Compare geometric shapes and identify similarities and differences of the following two and three-dimensional shapes: triangles, rectangles, squares, circles, spheres, and cubes.
 * MKG1. Students will correctly name simple two and three-dimensional figures, and **
 * recognize them in the environment. **

a. Identify when an object is beside another object, above another object, or below another object. b. Identify when an object is in front of another object, behind another object, inside another object, or outside it.
 * MKG2. Students will understand basic spatial relationships. **

a. Identify missing elements within a given pattern. b. Extend a given pattern and recognize similarities in different patterns. c. Create a pattern in a different context with attributes similar to a given pattern.
 * MKG3. Students will identify, create, extend, and transfer patterns from one **
 * representation to another using actions, objects, and geometric shapes. **


 * MKD1. Students will pose information questions, collect data, organize, and **
 * display results using objects, pictures, and picture graphs **.

a. Build new mathematical knowledge through problem solving. b. Solve problems that arise in mathematics and in other contexts. c. Apply and adapt a variety of appropriate strategies to solve problems. d. Monitor and reflect on the process of mathematical problem solving.
 * MKP1. Students will solve problems (using appropriate technology). **

a. Recognize reasoning and proof as fundamental aspects of mathematics. b. Make and investigate mathematical conjectures. c. Develop and evaluate mathematical arguments and proofs. d. Select and use various types of reasoning and methods of proof.
 * MKP2 ** . **Students will reason and evaluate mathematical arguments.**

a. Organize and consolidate their mathematical thinking through communication. b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. c. Analyze and evaluate the mathematical thinking and strategies of others. d. Use the language of mathematics to express mathematical ideas precisely.
 * MKP3 ** . **Students will communicate mathematically.**

a. Recognize and use connections among mathematical ideas. b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c. Recognize and apply mathematics in contexts outside of mathematics.
 * MKP4. Students will make connections among mathematical ideas and to other **
 * disciplines. **

a. Create and use representations to organize, record, and communicate mathematical ideas. b. Select, apply, and translate among mathematical representations to solve problems. c. Use representations to model and interpret physical, social, and mathematical phenomena.
 * MKP5. Students will represent mathematics in multiple ways. **


 * __Science__ **

a. Raise questions about the world around you and be willing to seek answers to some of the questions by making careful observations (5 senses) and trying things out.
 * SKCS1. Students will be aware of the importance of curiosity, honesty, openness, and **
 * skepticism in science and will exhibit these traits in their own efforts to **
 * understand how the world works. **

a. Use whole numbers for counting, identifying, and describing things and experiences. b. Make quantitative estimates of nonstandard measurements (blocks, counters) and check by measuring.
 * SKCS2. Students will have the computation and estimation skills necessary for analyzing data **
 * and following scientific explanations. **

a.Use ordinary hand tools and instruments to construct, measure (for example: balance scales to determine heavy/light, weather data, nonstandard units for length), and look at objects (for example: magnifiers to look at rocks and soils). b. Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects. (For example: paper plate day and night sky models)
 * SKCS3. Students will use tools and instruments for observing, measuring, and **
 * manipulating objects in scientific activities. **

a. Use a model—such as a toy or a picture—to describe a feature of the primary thing. b. Describe changes in size, weight, color, or movement, and note which of their other qualities remains the same. (For example, playing “Follow the Leader” and noting the changes.) c. Compare very different sizes (large/small), ages (parent/baby), speeds (fast/slow), and weights (heavy/light) of both manmade and natural things.
 * SKCS4. Students will use the ideas of system, model, change, and scale in exploring **
 * scientific and technological matters. **

a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. b. Begin to draw pictures that portray features of the thing being described.
 * SKCS5. Students will communicate scientific ideas and activities clearly. **

Students will apply the following to inquiry learning practices: a. In doing science, it is often helpful to work with a team and to share findings with others. b. Tools such as rulers, magnifiers, and balance scales often give more information about things than can be obtained by just observing things without help. c. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them (classroom pets).
 * SKCS6. Students will understand the important features of the process of scientific inquiry. **

a. Describe changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day. b. Classify objects according to those seen in the day sky and those seen in the night sky. c. Recognize that the Sun supplies heat and light to Earth.
 * SKE1. Students will describe time patterns (such as day to night and night to day) and objects **
 * (such as sun, moon, stars) in the day and night sky. **

a. Use senses to observe and group rocks by physical attributes such as large/small, heavy/light, smooth/rough, dark/light, etc. b. Use senses to observe soils by physical attributes such as smell, texture, color, particle/grain size. c. Recognize earth materials— soil, rocks, water, air, etc.
 * SKE2. Students will describe the physical attributes of rocks and soils. **

a. Compare and sort materials of different composition (common materials include clay, cloth, paper, plastic, etc.). b. Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility).
 * SKP1. Students will describe objects in terms of the materials they are made of and their **
 * physical properties. **

a. Sort objects into categories according to their motion. (straight, zigzag, round and round, back and forth, fast and slow, and motionless) b. Push, pull, and roll common objects and describe their motions.
 * SKP2. Students will investigate different types of motion. **

a. Recognize that some things, such as airplanes and birds, are in the sky, but return to earth. b. Recognize that the sun, moon, and stars are in the sky, but don’t come down. c. Explain why a book does not fall down if it is placed on a table, but will fall down if it is dropped.
 * SKP3. Students will observe and communicate effects of gravity on objects. **

a. Recognize the difference between living organisms and nonliving materials. b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.) c. Group plants according to their observable features such as appearance, size, etc.
 * SKL1. Students will sort living organisms and non-living materials into groups by observable **
 * physical attributes. **

a. Explain the similarities and differences in animals. (color, size, appearance, etc.) b. Explain the similarities and differences in plants. (color, size, appearance, etc.) c. Recognize the similarities and differences between a parent and a baby. d. Match pictures of animal parents and their offspring explaining your reasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.) e. Recognize that you are similar and different from other students. (senses, appearance)
 * SKL2. Students will compare the similarities and differences in groups of organisms. **


 * __Social Studies__ **

a. Labor Day b. Columbus Day (Christopher Columbus) c. Veterans Day d. Thanksgiving Day e. Martin Luther King, Jr. Day f. Presidents Day (George Washington, Abraham Lincoln, and the current President) g. Memorial Day h. Flag Day i. Independence Day
 * SSKH1 The student will identify the purpose of national holidays and describe the people or events celebrated. **

a. The national and state flags (United States and Georgia flags) b. The bald eagle c. The Statue of Liberty d. Lincoln Memorial e. Washington Monument f. White House g. Pledge of Allegiance h. Star Spangled Banner
 * SSKH2 The student will identify important American symbols and explain their meaning. **

a. Now, long ago b. Before, after c. Morning, afternoon, night d. Today, tomorrow, yesterday e. First, last, next f. Day, week, month, year g. Past, present, future
 * SSKH3 The student will correctly use words and phrases related to chronology and time to explain how things change. **


 * SSKG1 The student will describe American culture by explaining diverse community and family celebrations and customs. **

a. Differentiate land and water features on simple maps and globes. b. Explain that maps and globes show a view from above. c. Explain that maps and globes show features in a smaller size.
 * SSKG2 The student will explain that a map is a drawing of a place and a globe is a model of the Earth. **

a. Explain how rules are made and why. b. Explain why rules should be followed.
 * SSKG3 The student will state the street address, city, county, state, nation, and continent in which he or she lives. Government/Civic Understandings SSKCG1 The student will demonstrate an understanding of good citizenship. **


 * SSKCG2 The student will retell stories that illustrate positive character traits and will explain how the people in the stories show the qualities of honesty, patriotism, loyalty, courtesy, respect, truth, pride, self-control, moderation, and accomplishment. Economic Understandings **


 * SSKE1 The student will describe the work that people do (police officer, fire fighter, soldier, mail carrier, baker, farmer, doctor, and teacher). **


 * SSKE2 The student will explain that people earn income by exchanging their human resources (physical or mental work) for wages or salaries. **

a. Distinguish goods from services. b. Identify various forms of U.S. money (coins, currency).
 * SSKE3 The student will explain how money is used to purchase goods and services. **


 * SSKE4 The student will explain that people must make choices because they cannot have **
 * everything they want. **


 * __Physical Education__ **

a. Demonstrates basic movement in general and personal space. b. Demonstrates basic locomotor skills. c. Demonstrates basic non-locomotor skills. d. Demonstrates basic manipulative skills.
 * PEK.1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of activities.**

a. Identifies general and personal space. b. Identifies basic locomotor skills. c. Identifies basic non-locomotor skills. d. Students identify components of tossing and catching. e. Students apply basic movement concepts of space.
 * PEK.2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.**

a. Participates regularly in a wide variety of activities that involve locomotor, non-locomotor and manipulative skills both inside and outside of physical education. b. Perform basic locomotor skills away from school.
 * PEK.3: Participates regularly in physical activity.**

a. Participates in fitness and conditioning activities. b. Identifies physiological indicators that accompany moderate to vigorous physical activities.
 * PEK4.1: Achieves and maintains a health enhancing level of physical fitness.**

a. Follows classroom rules and shows self-control. b. Follows simple directions for basic games and activities. c. Uses body, space, and equipment safely. d. Works with a partner or small group regardless of personal differences.
 * PEK5.1: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.**

a. Participates in physical activities that provide personal enjoyment. b. Expresses feelings associated with success from physical activities.
 * PEK.6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.**

Kindergaten Common Core Standards:

http://www.corestandards.org/the-standards/english-language-arts-standards/reading-literature/kindergarten/

Key Ideas and Details

 * RL.K.1. With prompting and support, ask and answer questions about key details in a text.
 * RL.K.2. With prompting and support, retell familiar stories, including key details.
 * RL.K.3. With prompting and support, identify characters, settings, and major events in a story.

Craft and Structure

 * RL.K.4. Ask and answer questions about unknown words in a text.
 * RL.K.5. Recognize common types of texts (e.g., storybooks, poems).
 * RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Integration of Knowledge and Ideas

 * RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
 * RL.K.8. (Not applicable to literature)
 * RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Range of Reading and Level of Text Complexity

 * RL.K.10. Actively engage in group reading activities with purpose and understanding.

Key Ideas and Details

 * RI.K.1. With prompting and support, ask and answer questions about key details in a text.
 * RI.K.2. With prompting and support, identify the main topic and retell key details of a text.
 * RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Craft and Structure

 * RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.
 * RI.K.5. Identify the front cover, back cover, and title page of a book.
 * RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Integration of Knowledge and Ideas

 * RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
 * RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text.
 * RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity

 * RI.K.10. Actively engage in group reading activities with purpose and understanding.

Print Concepts

 * RF.K.1. Demonstrate understanding of the organization and basic features of print.
 * Follow words from left to right, top to bottom, and page by page.
 * Recognize that spoken words are represented in written language by specific sequences of letters.
 * Understand that words are separated by spaces in print.
 * Recognize and name all upper- and lowercase letters of the alphabet.

Phonological Awareness

 * RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
 * Recognize and produce rhyming words.
 * Count, pronounce, blend, and segment syllables in spoken words.
 * Blend and segment onsets and rimes of single-syllable spoken words.
 * Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
 * Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Phonics and Word Recognition

 * RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words.
 * Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.
 * Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
 * Read common high-frequency words by sight (e.g., //the//, //of//, //to//, //you//, //she//, //my//, //is//, //are//, //do//,//does//).
 * Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Fluency

 * RF.K.4. Read emergent-reader texts with purpose and understanding.

Text Types and Purposes

 * W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., //My favorite book is...//).
 * W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
 * W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Production and Distribution of Writing

 * W.K.4. (Begins in grade 3)
 * W.K.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
 * W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Research to Build and Present Knowledge

 * W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
 * W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
 * W.K.9. (Begins in grade 4)

Range of Writing

 * W.K.10. (Begins in grade 3)

Comprehension and Collaboration

 * SL.K.1. Participate in collaborative conversations with diverse partners about //kindergarten topics and texts// with peers and adults in small and larger groups.
 * Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
 * Continue a conversation through multiple exchanges.
 * SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
 * SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
 * SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
 * SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
 * SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

Conventions of Standard English

 * L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * Print many upper- and lowercase letters.
 * Use frequently occurring nouns and verbs.
 * Form regular plural nouns orally by adding /s/ or /es/ (e.g., //dog, dogs; wish, wishes//).
 * Understand and use question words (interrogatives) (e.g., //who, what, where, when, why, how//).
 * Use the most frequently occurring prepositions (e.g., //to, from, in, out, on, off, for, of, by, with//).
 * Produce and expand complete sentences in shared language activities.
 * L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * Capitalize the first word in a sentence and the pronoun //I//.
 * Recognize and name end punctuation.
 * Write a letter or letters for most consonant and short-vowel sounds (phonemes).
 * Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Knowledge of Language

 * L.K.3. (Begins in grade 2)

Vocabulary Acquisition and Use

 * L.K.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
 * Identify new meanings for familiar words and apply them accurately (e.g., knowing //duck// is a bird and learning the verb to //duck//).
 * Use the most frequently occurring inflections and affixes (e.g., //-ed, -s, re-, un-, pre-, -ful, -less//) as a clue to the meaning of an unknown word.
 * L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings.
 * Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
 * Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
 * Identify real-life connections between words and their use (e.g., note places at school that are colorful).
 * Distinguish shades of meaning among verbs describing the same general action (e.g., //walk, march, strut, prance//) by acting out the meanings.
 * L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.