Print Concepts:

• 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:

• 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, media vowel, and final sounds (phonemes) in three-phoneme words (CVC).
• Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Phonics & Word Recognition Skills:

• Know and apply grade level phonics and word analysis skills in decoding words:
  • Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
  • Associate the long and short vowel 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:

• Read emergent-reader texts with purpose and understanding.

Key Ideas & Details:

• With prompting and support, ask and answer questions about key details in a text.
• With prompting and support, retell familiar stories, including key details.
• With prompting and support, identify characters, setting, and major events in a story.
• With prompting and support, identify the main topic and retell key details in an informational text.
• With prompting and support, describe the connections between two individuals, events, ideas, or pieces of information in a text.

Craft & Structure:

• Ask and answer questions about unknown words in a text.
• Recognize common types of texts (e.g. storybooks, poems).
• Identify the front cover, back cover, and the title page of a book.
• 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 & Ideas:

• 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).
• With prompting and support, identify the reasons an author gives to support points in a text.
• With prompting and support, identify the basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures).
• With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Range Of Reading & Level Of Text Complexity:

• Actively engage in group reading activities with purpose and understanding.

Conventions of Standard English:

• Demonstrate command of conventions of standard English grammar and usage when writing and speaking:
  • Print many upper and lowercase letters.
  • Use frequently occurring nouns and verbs.
  • Form regular plural nouns by orally 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, off, for, of, by, with).
  • Produce and expand complete sentences in shared language activities.
• 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.

Vocabulary Acquisition & Use:

• Determine and 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.
• With guidance and support from adults, explore word relationships and nuances in word meanings.

Text Types and Purposes:

• Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or name of the book they are writing about and state an opinion or preference about the topic or book.
• 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.
• 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:

• With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
• With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboration with peers.

Research to Build and Present Knowledge:

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

Comprehension and Collaboration:

• 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.
• 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.
• Ask and answer questions in order to seek, help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas:

• Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
• Add drawings or other visual displays to descriptions as desired to provide additional detail.
• Speak audibly and express thoughts, feelings, and ideas clearly.

Know number names and the count sequence:

• Count to 100 by ones and by tens.
• Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
• Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Count to tell the number of objects:

• Understand the relationship between numbers and quantities; connect counting to cardinality:
  • When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
  • Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
  • Understand that each successive number name refers to a quantity that is one larger.
• Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Compare numbers:

• Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to 10 objects).
• Compare two numbers between 1 and 10 presented as written numerals.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from:

• Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
• Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
• Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
• For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
• Fluently add and subtract within 5.

Work with numbers 11-19 to gain foundations for place value:

• Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Describe and compare measurable attributes:

• Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
• Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Classify objects and count the number of objects in each category:

• Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Identify and describe shapes:

• Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
• Correctly name shapes regardless of their orientations or overall size.
• Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").

Analyze, compare, create, and compose shapes:

• Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length.
• Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
• Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"

Asking and Answering Questions:

• Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested.
• Ask questions based on observations to find more information about the natural and/or designed world(s).
• Ask and/or identify questions that can be answered by an investigation.
• Define a simple problem that can be solved through the development of a new or improved object or tool.

Developing and Using Models:

• Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.
• Distinguish between a model and the actual object, process, and/or events the model represents.
• Compare models to identify common features and differences.
• Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).
• Develop a simple model based on evidence to represent a proposed object or tool.

Planning and Carrying Out Investigations:

• Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.
• With guidance, plan and conduct an investigation in collaboration with peers (for K).
• Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.
• Evaluate different ways of observing and/or measuring a phenomenon to determine which way can answer a question.
• Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.
• Make observations (firsthand or from media) and/or measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal.
• Make predictions based on prior experiences.

Analyzing and Interpreting Data:

• Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
• Record information (observations, thoughts, and ideas).
• Use and share pictures, drawings, and/or writings of observations.
• Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
• Compare predictions (based on prior experiences) to what occurred (observable events).
• Analyze data from tests of an object or tool to determine if it works as intended.

Using Mathematics and Computational Thinking:

• Mathematical and computational thinking in K–2 builds on prior experience and progresses to recognizing that mathematics can be used to describe the natural and designed world(s).
• Decide when to use qualitative vs. quantitative data.
• Use counting and numbers to identify and describe patterns in the natural and designed world(s).
• Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs.
• Use quantitative data to compare two alternative solutions to a problem.

Construction Explanations and Designing Solutions:

• Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence based accounts of natural phenomena and designing solutions.
• Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.
• Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem.
• Generate and/or compare multiple solutions to a problem.

Engaging in Argument from Evidence:

• Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).
• Identify arguments that are supported by evidence.
• Distinguish between explanations that account for all gathered evidence and those that do not.
• Analyze why some evidence is relevant to a scientific question and some is not.
• Distinguish between opinions and evidence in one’s own explanations.
• Listen actively to arguments to indicate agreement or disagreement based on evidence, and/or to retell the main points of the argument.
• Construct an argument with evidence to support a claim.
• Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence.

Obtaining, Evaluating, and Communicating Information:

• Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.
• Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
• Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea.
• Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question and/or supporting a scientific claim.
• Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideas.

Patterns:

• Children recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.

Cause and Effect:

• Students learn that events have causes that generate observable patterns.
• They design simple tests to gather evidence to support or refute their own ideas about causes.

Scale Proportion and Quantity:

• Students use relative scales (e.g., bigger and smaller; hotter and colder; faster and slower) to describe objects.
• They use standard units to measure length.

System and System Models:

• Students understand objects and organisms can be described in terms of their parts; and systems in the natural and designed world have parts that work together.

Energy and Matter:

• Students observe objects may break into smaller pieces, be put together into larger pieces, or change shapes.

Structure and Function:

• Students observe the shape and stability of structures of natural and designed objects are related to their function(s).

Stability and Change:

• Students observe some things stay the same while other things change, and things may change slowly or rapidly.

Disciplinary Core Ideas:

• The performance expectations in kindergarten help students formulate answers to questions such as:
  • What happens if you push or pull an object harder?
  • Where do animals live and why do they live there?
  • What is the weather like today and how is it different from yesterday?

• Compare life in the past to life today.
• Generate questions about individuals and groups who have shaped a significant historical change.
• Compare perspectives of people in the past to those in the present.
• Identify different kinds of historical sources.
• Explain how historical sources can be used to study the past.
• Identify the maker, date, and place of origin for a historical source from information within the source itself.
• Generate questions about a particular historical source as it relates to a particular historical event or development.
• Generate possible reasons for an event or development in the past.

• Describe roles and responsibilities of people in authority (local/state/national e.g., judge, mayor, governor, police).
• Explain how all people, not just official leaders, play an important role in a community.
• Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.
• Apply civic virtues when participating in school settings.
• Follow agreed upon rules for discussions while responding attentively to others when addressing ideas and making decisions as a group.
• Explain the need for and purposes of rules in various settings inside and outside of school.
• Explain how people can work together to make decisions in the classroom.
• Identify and explain how rules function in public.
• Describe how people have tried to improve their communities over time.

• Explain how scarcity necessitates decision-making.
• Identify the benefits and costs of making various personal decisions.

• Construct maps, graphs and other representations of familiar places.
• Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them.
• Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
• Explain how weather, climate, and other environmental characteristics affect people’s lives in places or regions.

Devices:

• Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use.

Variables:

• Model the way programs store and manipulate data by using numbers or other symbols to represent information.

Control:

• Develop programs with sequences and simple loops, to express ideas or address a problem.

Modularity:

• Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.

• Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
• Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
• Using correct terminology, describe steps taken and choices made during the iterative process of program development.