Kindergarten Curriculum Facts

Trimester 1

N.ME.00.01 Count objects in sets up to 30.

N.ME.00.02 Use one-to-one correspondence to compare and order sets of objects to  30 using phrases such as “same number”, “more than”, or “less than”; use counting and matching.

N.ME.00.03 Compare and order numbers to 30 using phrases such as “more than” or “less than.”

N.ME.00.04 Read and write numbers to 30 and connect them to the quantities they represent.

N.ME.00.05 Count orally to 100 by ones.  Count to 30 by 2’s, 5’s and10’s using grouped objects as needed.

M.PS.00.05 Compare length and weight of objects by comparing to reference objects, and use

G.GS.00.01 Relate familiar three-dimensional objects inside and outside the classroom to their geometric name, e.g., ball/sphere, box/cube, soup can/cylinder, ice cream cone/cone, refrigerator/prism

G.GS.00.02 Identify, sort, and classify objects by attribute and identify objects that do not belong in a particular group.

G.SR.01.03 Create and describe patterns, such as repeating patterns and growing patterns using number, shape, and size.

G.SR.01.04 Distinguish between repeating and growing patterns

G.SR.01.05 Predict the next element in a simple repeating pattern.

G.SR.01.06 Describe ways to get to the next element in simple repeating patterns. 

R.WS.00.02 recognize that words are composed of sounds blended together and carry meaning.

R.WS.00.03 understand the alphabetic principle, that sounds in words are expressed by the letters of the alphabet.

R.WS.00.04 use grapho-phonemic (letter-sound) cues to recognize a few one-syllable words when presented completely out of context. Begin to associate letters and sounds, particularly initial and final consonants.

R.WS.00.05 automatically recognize a small number (about 18) of frequently encountered, personally meaningful words in print.

R.WS.00.07 follow familiar written text while pointing to matching words.

R.WS.00.08 narrow possibilities in predicting words using initial letters/sounds (phonics), patterns of language (syntactic), and picture clues (semantic).

R.WS.00.09 know the meanings of words encountered frequently in grade-level reading and oral language contexts.

R.WS.00.10 in context, determine the meaning of a few words, familiar and repeated phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including picture clues, prediction, and other people.

R.FL.00.01 automatically apply the following aspects of fluency: naming of letters, association of letters and their sounds, recognition of a few words both when encountered in context and isolation, and demonstrating understanding of concepts of print.

R.NT.00.02 identify the basic form and purpose of a variety of narrative genre including stories, nursery rhymes, poetry, and songs. 

R.NT.00.03 discuss setting, characters, and events in narrative text.

R.CM.00.01 begin to make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses.

R.CM.00.02 retell up to three events from familiar text using their own words or phrasing.

R.CS.00.01 recognize how to assess personal writing and the writing of others with teacher supervision.

R.AT.00.02 choose books, book activities, word play, and writing on their own during free time in school and at home. 

W.GN.00.01 write a brief personal narrative using pictures, words, word-like clusters, and/or sentences as support.

W.GN.00.03 write a brief informational piece such as a page for a class book using drawings, words, word-like clusters, and/or sentences.

W.PR.00.02 brainstorm to generate and structure ideas for narrative or informational writing.

W.PS.00.01 develop originality in oral, written, and visual messages in both narrative (e.g., natural language, expressed sentiment, original ideas) and informational writing (e.g., listing, naming, describing).

W.SP.00.02 in the context of writing, correctly spell less frequently encountered words, relying on structural cues (beginning and simpler ending sounds) and environmental sources (word wall, word lists). 

W.HW.00.01 form upper and lowercase manuscript letters.

W.HW.00.03 write from left to right and top to bottom.

W.AT.00.01 be enthusiastic about writing and learning to write.

S.CN.00.01 use common grammatical structures correctly when speaking including singular and plural nouns, singular possessive pronouns, simple contractions, and conjunctions to express relationships (e.g., because, if, after, and inflected endings).

S.CN.00.02 explore and use language to communicate with a variety of audiences and for different purposes including making requests, solving problems, looking for solutions, constructing relationships, and expressing courtesies.

S.CN.00.03 speak effectively maintaining appropriate posture, eye contact, and position using props such as photographs or illustrations in narrative and informational presentations.

S.DS.00.01 engage in substantive conversations, remaining focused on subject matter, with interchanges building on prior responses in literature discussions, paired conversations, or other interactions.

S.DS.00.02 tell or retell familiar stories (e.g., realistic fiction, fantasy, folktale), using a problem/solution pattern, appropriate story grammar, and proper sequence while maintaining appropriate posture and eye contact, using a prop for support.

S.DS.00.03 respond to multiple text types by reflecting, making meaning, and making connections.

S.DS.00.04 plan and deliver presentations using an informational organizational pattern (e.g., descriptive, enumerative, or sequential) providing several facts and details to make their point while maintaining appropriate posture and eye contact using a prop.

L.CN.00.01 understand, restate and follow two-step directions.

L.CN.00.02 ask appropriate questions for clarification and understanding during a presentation or report.

L.CN.00.03 listen to or view knowledgeably while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings; listen to the comments of a peer and respond on topic adding a connected idea.

L.CN.00.04 understand how the source of the message affects the receiver’s response (student/student, student/teacher, student/parent).

R.WS.00.01 demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.

R.WS.00.02 recognize that words are composed of sounds blended together and carry meaning.

R.WS.00.03 understand the alphabetic principle, that sounds in words are expressed by the letters of the alphabet.

R.WS.00.04 use grapho-phonemic (letter-sound) cues to recognize a few one-syllable words when presented completely out of context. Begin to associate letters and sounds, particularly initial and final consonants.

R.WS.00.06 make progress in automatically recognizing a few of the 220 Dolch basic sight words.

R.WS.00.07 follow familiar written text while pointing to matching words.

R.WS.00.08 narrow possibilities in predicting words using initial letters/sounds (phonics), patterns of language (syntactic), and picture clues (semantic).

R.WS.00.09 know the meanings of words encountered frequently in grade-level reading and oral language contexts.

R.WS.00.10 in context, determine the meaning of a few words, familiar and repeated phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including picture clues, prediction, and other people.

R.FL.00.01 automatically apply the following aspects of fluency: naming of letters, association of letters and their sounds, recognition of a few words both when encountered in context and isolation, and demonstrating understanding of concepts of print.

R.NT.00.02 identify the basic form and purpose of a variety of narrative genre including stories, nursery rhymes, poetry, and songs.

R.NT.00.03 discuss setting, characters, and events in narrative text.

R.NT.00.04 identify how authors/illustrators use literary devices including pictures and illustrations to support the understanding of settings and characters.

R.NT.00.05 respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make meaning, and make connections

R.CM.00.01 begin to make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses.

R.CM.00.02 retell up to three events from familiar text using their own words or phrasing

R.CM.00.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.

R.CS.00.01 recognize how to assess personal writing and the writing of others with teacher supervision.

W.PR.00.01 with teacher assistance, consider the audience’s reaction as they plan narrative or informational writing.

W.PR.00.03 draft focused ideas using semi-phonetic spelling to represent narrative and informational text when writing, incorporating pictures, and drawings.

W.PR.00.04 attempt to revise writing based on reading it aloud, requesting suggestions and clarifications that support meaning.

W.PS.00.01 develop originality in oral, written, and visual messages in both narrative (e.g., natural language, expressed sentiment, original ideas) and informational writing (e.g., listing, naming, describing).

W.HW.00.01 form upper and lowercase manuscript letters

W.AT.00.01 be enthusiastic about writing and learning to write.

S.DS.00.03 respond to multiple text types by reflecting, making meaning, and making connections.

L.CN.00.01 understand, restate and follow two-step directions.

L.RP.00.01 listen to or view knowledgeably and discuss a variety of genre.

L.CN.00.02 ask appropriate questions for clarification and understanding during a presentation or report.