Common Core State Standards

 

English Language Arts Standards

 

Reading Literature Standards

 

Kindergarten Reading: Literature Standards

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.

 

Reading Informational Text Standards

 

Kindergarten Reading: Informational Text Standards

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.

 

Reading Foundational Skills Standards

 

Kindergarten Reading: Foundational Skills Standards

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.

 

Writing

 

Text Types and Purposes:

CCSS.ELA-LITERACY.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...).

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.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:

CCSS.ELA-LITERACY.W.K.5
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

CCSS.ELA-LITERACY.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:

CCSS.ELA-LITERACY.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).

CCSS.ELA-LITERACY.W.K.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

 

Speaking & Listening

 

Comprehension and Collaboration:

CCSS.ELA-LITERACY.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

CCSS.ELA-LITERACY.SL.K.1.A
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

CCSS.ELA-LITERACY.SL.K.1.B
Continue a conversation through multiple exchanges.

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.SL.K.3
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas:

CCSS.ELA-LITERACY.SL.K.4
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

CCSS.ELA-LITERACY.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.

CCSS.ELA-LITERACY.SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.

 

Language

Conventions of Standard English:

CCSS.ELA-LITERACY.L.K.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.K.1.A
Print many upper- and lowercase letters.

CCSS.ELA-LITERACY.L.K.1.B
Use frequently occurring nouns and verbs.

CCSS.ELA-LITERACY.L.K.1.C
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

CCSS.ELA-LITERACY.L.K.1.D
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

CCSS.ELA-LITERACY.L.K.1.E
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

CCSS.ELA-LITERACY.L.K.1.F
Produce and expand complete sentences in shared language activities.

CCSS.ELA-LITERACY.L.K.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.K.2.A
Capitalize the first word in a sentence and the pronoun I

CCSS.ELA-LITERACY.L.K.2.B
Recognize and name end punctuation.

CCSS.ELA-LITERACY.L.K.2.C
Write a letter or letters for most consonant and short-vowel sounds (phonemes).

CCSS.ELA-LITERACY.L.K.2.D
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

 

Vocabulary Acquisition and Use:

CCSS.ELA-LITERACY.L.K.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

CCSS.ELA-LITERACY.L.K.4.A
Identify new meanings for familiar words and apply them accurately (e.g., knowingduck is a bird and learning the verb to duck).

CCSS.ELA-LITERACY.L.K.4.B
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.

CCSS.ELA-LITERACY.L.K.5
With guidance and support from adults, explore word relationships and nuances in word meanings.

CCSS.ELA-LITERACY.L.K.5.A
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

CCSS.ELA-LITERACY.L.K.5.B
Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

CCSS.ELA-LITERACY.L.K.5.C
Identify real-life connections between words and their use (e.g., note places at school that are colorful).

CCSS.ELA-LITERACY.L.K.5.D
Distinguish shades of meaning among verbs describing the same general action (e.g.,walk, march, strut, prance) by acting out the meanings.

CCSS.ELA-LITERACY.L.K.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

 

Math Standards

 

Counting & Cardinality

Know number names and the count sequence.

CCSS.MATH.CONTENT.K.CC.A.1
Count to 100 by ones and by tens.

CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

CCSS.MATH.CONTENT.K.CC.A.3
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.

CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.

CCSS.MATH.CONTENT.K.CC.B.4.A
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.

CCSS.MATH.CONTENT.K.CC.B.4.B
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.

CCSS.MATH.CONTENT.K.CC.B.4.C
Understand that each successive number name refers to a quantity that is one larger.

CCSS.MATH.CONTENT.K.CC.B.5
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.

CCSS.MATH.CONTENT.K.CC.C.6
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.1

CCSS.MATH.CONTENT.K.CC.C.7
Compare two numbers between 1 and 10 presented as written numerals.

 

Operations & Algebraic Thinking

 

Understand addition, and understand subtraction.

CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

CCSS.MATH.CONTENT.K.OA.A.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

CCSS.MATH.CONTENT.K.OA.A.3
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).

CCSS.MATH.CONTENT.K.OA.A.4
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.

CCSS.MATH.CONTENT.K.OA.A.5
Fluently add and subtract within 5.

 

Number & Operations in Base Ten

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

CCSS.MATH.CONTENT.K.NBT.A.1
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.

 

Measurement & Data

Describe and compare measurable attributes.

CCSS.MATH.CONTENT.K.MD.A.1
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

CCSS.MATH.CONTENT.K.MD.A.2
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.

CCSS.MATH.CONTENT.K.MD.B.3
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

 

Geometry

Identify and describe shapes.

CCSS.MATH.CONTENT.K.G.A.1
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.

CCSS.MATH.CONTENT.K.G.A.2
Correctly name shapes regardless of their orientations or overall size.

CCSS.MATH.CONTENT.K.G.A.3
Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").

 

Analyze, compare, create, and compose shapes.

CCSS.MATH.CONTENT.K.G.B.4
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).

CCSS.MATH.CONTENT.K.G.B.5
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

CCSS.MATH.CONTENT.K.G.B.6
Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"

 

 

Hawaii Content and Performance Standards

Science Standards

The Scientific Process

Scientific Inquiry

Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent and investigate using the skills necessary to engage in the scientific process

• SC.K.1.1  Use the senses to make observations

• SC.K.1.2  Ask questions about the world around them

• SC.K.1.3  Collect data about living and non-living things

 

Science, Technology, and Society

Standard 2: The Scientific Process: NATURE OF SCIENCE-: Understand that science, technology, and society are interrelated

• SC.K.2.1  Identify different types of technologies at home, in the classroom, and/or in the world

 

Life and Environmental Sciences 

Interdependence

Standard 3: Life and Environmental Sciences: ORGANISMS AND THE ENVIRONMENT: Understand the unity, diversity, and interrelationships of organisms, including their relationship to cycles of matter and energy in the environment

• SC.K.3.1  Identify similarities and differences between plants and animals

 

Standard 4: Life and Environmental Sciences: STRUCTURE AND FUNCTION IN ORGANISMS: Understand the structures and functions of living organisms and how organisms can be compared scientifically

• SC.K.4.1  Identify differences between living and non-living things

Heredity

Standard 5: Life and Environmental Sciences: DIVERSITY, GENETICS, AND EVOLUTION: Understand genetics and biological evolution and their impact on the unity and diversity of organisms

• SC.K.5.1  Identify ways in which some offspring are very much like their parents, although not exactly

 

Physical, Earth, and Space Sciences 

Nature of Matter

Standard 6: Physical, Earth, and Space Sciences: NATURE OF MATTER AND ENERGY: Understand the nature of matter and energy, forms of energy (including waves) and energy transformations, and their significance in understanding the structure of the universe

• SC.K.6.1  Classify objects by their attributes (e.g., physical properties, materials of which they are made)

 

Forces and Motion

Standard 7: Physical, Earth, and Space Sciences: FORCE AND MOTION: Understand the relationship between force, mass, and motion of objects; and know the major natural forces: gravitational, electric, and magnetic

• SC.K.7.1  Identify that objects that will fall to the ground unless something is holding them up

 

Forces that Shape the Earth

Standard 8: Physical, Earth, and Space Sciences: EARTH AND SPACE SCIENCE: Understand the Earth and its processes, the solar system, and the universe and its contents

• SC.K.8.1  Report and describe weather changes from day to day and over the seasons

The Universe

• SC.K.8.2  Identify different types of celestial objects seen in the day and night sky

 

 

 

Social Studies Standards

Historical Understanding 

Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history

Chronological Thinking

• SS.K.1.1  Explain change and continuity over time, using calendars and simple timelines

 

Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms

• SS.K.2.1  No benchmark at this level

 

History 

Standard 3: History: HISTORICAL CONTENT-Understand people now and then, here and now (learning, living, working together)

Celebrations

• SS.K.3.1  Describe historically significant events and observances in American history

 

Political Science/Civics 

Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives

Governance, Power, and Authority

• SS.K.4.1  Identify rules that apply in different settings and the results from complying or not complying with these rules

 

Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action

Rights and Responsibilities

• SS.K.5.1  Describe his or her rights and demonstrate responsibilities of self in classroom, school, and neighborhood settings

Civic Participation

• SS.K.5.2  Demonstrate ways to improve the quality of life in own school or community

 

Cultural Anthropology 

Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time

Cultural Systems and Practices

• SS.K.6.1  Explain how and why people from different cultures observe different holidays/celebrations

 

Geography 

Standard 7: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world

Physical characteristics in Spatial Terms

• SS.K.7.1  Identify location and physical characteristics represented on maps and globes (e.g., land, water, roads, cities)

• SS.K.7.2  Use terms to describe relative location (i.e., above/below, near/far, left/right, and cardinal directions)

 

Economics 

Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems

Limited Resources and Choice

• SS.K.8.1  Explain people's basic needs and how they fulfill them

Role and Function of Markets

• SS.K.8.2  Differentiate buyers (e.g., a parent or caregiver) and sellers (e.g., a storeowner or other producer)

 

 

 

Health Standards

Standard 1: CORE CONCEPTS: Understand concepts related to health promotion and disease prevention

Mental and Emotional Health

• HE.K-2.1.1  Describe appropriate ways to express feelings

Healthy Eating and Physical Activity

• HE.K-2.1.2  Explain the benefits associated with exercise

• HE.K-2.1.3  Describe the benefits associated with a healthy diet

Promoting Safety and Preventing Violence and Unintentional Injury

• HE.K-2.1.4  Describe barriers and situations that are safe, risky, or harmful to self and others

Personal Health and Wellness

• HE.K-2.1.5  Describe how individuals can promote and protect their own health

• HE.K-2.1.6  Describe helpful and harmful substances and their proper use

• HE.K-2.1.7  Describe the benefits associated with personal cleanliness

• HE.K-2.1.8  Describe the signs and symptoms of common illness and strategies one can use to avoid spreading or catching illnesses

 

Standard 2: ACCESSING INFORMATION: Access valid health information and health: promoting products and services

Health Information, Products, and Services Across Topic Areas

• HE.K-2.2.1  Name people in the school and community who provide health support for others

 

Standard 3: SELF: MANAGEMENT: Practice health: enhancing behaviors and reduce health risks

Mental and Emotional Health

• HE.K-2.3.1  Describe personal stressors and ways to deal with stressful situations

 

Standard 4: ANALYZING INFLUENCES: Understand the influences of culture, family, peers, media, technology, and other factors on health

Factors Influencing Health Across Topic Areas

• HE.K-2.4.1  Describe internal (e.g., one's own feelings, moods, curiosity, physical well-being) and external (e.g., family, school, media) factors that influence health behaviors

 

Standard 5: INTERPERSONAL COMMUNICATION: Use interpersonal communication skills to enhance health

Communication Skills Across Topic Areas

• HE.K-2.5.1  Use effective verbal and nonverbal communication

• HE.K-2.5.2  Use effective verbal and nonverbal communication

• HE.K-2.5.3  Describe basic refusal skills

• HE.K-2.5.4  Describe how to be a good friend and responsible family member

 

Standard 6: DECISION: MAKING AND GOAL: SETTING: Use decision: making and goal: setting skills to enhance health

Decision-Making Across Topic Areas

• HE.K-2.6.1  Explain when and who to ask for help in making health-related decisions and setting goals

Goal-Setting Across Topic Areas

• HE.K-2.6.2  Name a personal health goal and describe a plan to achieve it

 

Standard 7: ADVOCACY: Advocate for personal, family, and community health

Advocacy Across Topic Areas

• HE.K-2.7.1  Describe ways to help others promote and protect their own health