RI.K.3  Reading Standards for Informational Text  Key Ideas and Details  With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. 
RI.K.3

G.4.1  Geometry  Draw and identify lines and angles, and classify shapes by properties of their lines and angles.  Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures. 
G.4.1

G.8.6  Geometry  Understand and apply the Pythagorean Theorem.  Explain a proof of the Pythagorean Theorem and its converse. 
G.8.6

SL.910.3  Speaking and Listening Standards  Comprehension and Collaboration  Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 
SL.910.3

RF.K.1.b  Reading Standards: Foundational Skills [In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow.]  Print Concepts  Demonstrate understanding of the organization and basic features of print. >> Recognize that spoken words are represented in written language by specific sequences of letters. 

RF.K.1.c  Reading Standards: Foundational Skills [In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow.]  Print Concepts  Demonstrate understanding of the organization and basic features of print. >> Understand that words are separated by spaces in print. 

RF.K.1.d  Reading Standards: Foundational Skills [In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow.]  Print Concepts  Demonstrate understanding of the organization and basic features of print. >> Recognize and name all upper and lowercase letters of the alphabet. 

CC.K.1  Counting and Cardinality  Know number names and the count sequence.  Count to 100 by ones and by tens. 

CC.K.2  Counting and Cardinality  Know number names and the count sequence.  Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 

CC.K.3  Counting and Cardinality  Know number names and the count sequence.  Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). 

CC.K.4.a  Counting and Cardinality  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. 

CC.K.4.b  Counting and Cardinality  Count to tell the number of objects.  Understand the relationship between numbers and quantities; connect counting to cardinality. >> 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. 

CC.K.4.c  Counting and Cardinality  Count to tell the number of objects.  Understand the relationship between numbers and quantities; connect counting to cardinality. >> Understand that each successive number name refers to a quantity that is one larger. 

CC.K.5  Counting and Cardinality  Count to tell the number of objects.  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. 

CC.K.6  Counting and Cardinality  Compare number  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 ten objects.] 

CC.K.7  Counting and Cardinality  Compare number  Compare two numbers between 1 and 10 presented as written numerals. 

G.K.1  Geometry  Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).  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. 

G.K.2  Geometry  Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).  Correctly name shapes regardless of their orientations or overall size. 

G.K.3  Geometry  Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).  Identify shapes as twodimensional (lying in a plane, “flat”) or threedimensional (“solid”). 

G.K.4  Geometry  Analyze, compare, create, and compose shapes.  Analyze and compare two and threedimensional 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). 

G.K.5  Geometry  Analyze, compare, create, and compose shapes.  Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. 

G.K.6  Geometry  Analyze, compare, create, and compose shapes.  Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” 3Limit category 

L.K.1.a  Language Standards  Conventions of Standard English  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. >> Print many upper and lowercase letters. 

L.K.1.b  Language Standards  Conventions of Standard English  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. >> Use frequently occurring nouns and verbs. 

L.K.1.c  Language Standards  Conventions of Standard English  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. >> Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).c 

L.K.1.d  Language Standards  Conventions of Standard English  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. >> Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). 

L.K.1.e  Language Standards  Conventions of Standard English  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. >> Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). 

L.K.1.f  Language Standards  Conventions of Standard English  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. >> Produce and expand complete sentences in shared language activities. 

L.K.2.a  Language Standards  Conventions of Standard English  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. 

L.K.2.b  Language Standards  Conventions of Standard English  Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. >> Recognize and name end punctuation. 

L.K.2.c  Language Standards  Conventions of Standard English  Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. >> Write a letter or letters for most consonant and shortvowel sounds (phonemes). 

L.K.2.d  Language Standards  Conventions of Standard English  Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. >> Spell simple words phonetically, drawing on knowledge of soundletter relationships. 

L.K.4.a  Language Standards  Vocabulary Acquisition and Use  Determine or clarify the meaning of unknown and multiplemeaning 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). 

L.K.4.b  Language Standards  Vocabulary Acquisition and Use  Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on kindergarten reading and content. >> 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.a  Language Standards  Vocabulary Acquisition and Use  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. 

L.K.5.b  Language Standards  Vocabulary Acquisition and Use  With guidance and support from adults, explore word relationships and nuances in word meanings. >> Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). 

L.K.5.c  Language Standards  Vocabulary Acquisition and Use  With guidance and support from adults, explore word relationships and nuances in word meanings. >> Identify reallife connections between words and their use (e.g., note places at school that are colorful). 

L.K.5.d  Language Standards  Vocabulary Acquisition and Use  With guidance and support from adults, explore word relationships and nuances in word meanings. >> 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  Language Standards  Vocabulary Acquisition and Use  Use words and phrases acquired through conversations, reading and being read to, and responding to texts. 

MD.K.1  Measurement and Data  Describe and compare measurable attributes.  Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. 

MD.K.2  Measurement and Data  Describe and compare measurable attributes.  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. or example, directly compare the heights of two children and describe one child as taller/shorter. 

MD.K.3  Measurement and Data  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.* *[Limit category counts to be less than or equal to 10.] 

NBT.K.1  Number and Operations in Base Ten  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 (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. 

OA.K.1  Operations and Algebraic Thinking  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. *[Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)] 

OA.K.2  Operations and Algebraic Thinking  Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.  Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. 

OA.K.3  Operations and Algebraic Thinking  Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.  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). 

OA.K.4  Operations and Algebraic Thinking  Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.  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. 

OA.K.5  Operations and Algebraic Thinking  Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.  Fluently add and subtract within 5. 

RF.K.1.a  Reading Standards: Foundational Skills [In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow.]  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. 

RF.K.2.a  Reading Standards: Foundational Skills [In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow.]  Phonological Awareness  Demonstrate understanding of spoken words, syllables, and sounds (phonemes). >> Recognize and produce rhyming words. 
