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  Kindergarten Content Standards

Georgia Performance Standards English Language Arts & Reading Reading : CONCEPTS OF PRINT ELAKR1 The student demonstrates knowledge of concepts of print. The student 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. PHONOLOGICAL AWARENESS ELAKR2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. 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. PHONICS ELAKR3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student 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. e. Applies learned phonics skills when reading words and sentences in stories. FLUENCY ELAKR4 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student a. Reads previously taught high frequency words at the rate of 30 words correct per minute. b. Reads previously taught grade-level text with appropriate expression. VOCABULARY ELAKR5 The student acquires and uses grade-level words to communicate effectively. The student a. Listens to a variety of texts and uses new vocabulary in oral language. b. Discusses the meaning of words and understands that some words have multiple meanings. COMPREHENSION ELAKR6 The student gains meaning from orally presented text. The student 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. b. Makes predictions from pictures and titles. c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text. d. Begins to distinguish fact from fiction in a read-aloud text. e. Retells familiar events and stories to include beginning, middle, and end. f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text. g. Connects life experiences to read-aloud text. h. Retells important facts in the student’s own words. Writing: ELAKW1 The student begins to understand the principles of writing. The student a. Writes or dictates to describe familiar persons, places, objects, or experiences. b. Uses drawings, letters, and phonetically spelled words to create meaning. c. Accurately prints name, all uppercase and lowercase letters of the alphabet, and teacher-selected words. d. Uses left-to-right pattern of writing. e. Begins to use capitalization at the beginning of sentences and punctuation (periods and question marks) at the end of sentences. ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student writes a narrative that: a. Involves one event. b. Uses drawings, letters, and phonetically spelled words to describe a personal experience. c. Begins to use organizational structures (beginning, middle, end). d. May include describing words. e. May include a sense of closure. f. Includes oral or written prewriting to generate ideas (graphic organizers and pictures). g. May include a draft developed from prewriting. The student produces informational writing that: a. Involves one topic. b. Uses drawings, letters, and phonetically spelled words to share information. c. Begins to use organizational structures (steps). d. May include describing words. e. May include a sense of closure. f. Includes oral or written pre-writing to generate ideas (graphic organizers and pictures). g. May include a draft developed from pre-writing. h. May publish a final copy. The student produces a persuasive piece that: a. States an opinion. b. May use words, illustrations, or graphics to support an opinion. c. Begins to use formats appropriate to the genre (letter, poster). d. May include describing words 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. The student produces a response to literature that: 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. Listening/Speaking/Viewing: ELAKLSV1 The student uses oral and visual skills to communicate. The student 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.

Mathematics: NUMBER AND OPERATIONS MKN1. Students will connect numerals to the quantities they represent. 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 (1st-10th). 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. MKN2. Students will use representations to model addition and subtraction. 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. MEASUREMENT MKM1. Students will group objects according to common properties such as longer/shorter, more/less, taller/shorter, and heavier/lighter. 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. MKM2. Students will understand the measurement of calendar time. 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. MKM3. Students will understand time as it relates to a daily schedule. 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 GEOMETRY MKG1. Students will correctly name simple two and three-dimensional figures, and recognize them in the environment. 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. MKG2. Students will understand basic spatial relationships. 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. MKG3. Students will identify, create, extend, and transfer patterns from one representation to another using actions, objects, and geometric shapes. 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. DATA ANALYSIS AND PROBABILITY MKD1. Students will pose information questions, collect data, organize, and display results using objects, pictures, and picture graphs. Process Standards MKP1. Students will solve problems (using appropriate technology). 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. MKP2. Students will reason and evaluate mathematical arguments. 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. MKP3. Students will communicate mathematically. 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. MKP4. Students will make connections among mathematical ideas and to other disciplines. 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. MKP5. Students will represent mathematics in multiple ways. 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.

Science: Co-Requisite - Characteristics of Science Habits of Mind 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. 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. SKCS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. 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. SKCS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. 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) SKCS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. 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. SKCS5. Students will communicate scientific ideas and activities clearly. 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. Nature of Science SKCS6. Students will understand the important features of the process of scientific inquiry. 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). Co-Requisite - Content Earth Science 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. 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. SKE2. Students will describe the physical attributes of rocks and soils. 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. Physical Science SKP1. Students will describe objects in terms of the materials they are made of and their physical properties. 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). SKP2. Students will investigate different types of motion. 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. SKP3. Students will observe and communicate effects of gravity on objects. 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. Life Science SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes. 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. SKL2. Students will compare the similarities and differences in groups of organisms. 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)

Social Studies : Historical Understandings SSKH1 The student will identify the purpose of national holidays and describe the people or events celebrated. 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 SSKH2 The student will identify important American symbols and explain their meaning. 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 SSKH3 The student will correctly use words and phrases related to chronology and time to explain how things change. 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 Geographic Understandings SSKG2 The student will explain that a map is a drawing of a place and a globe is a model of the Earth. 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. 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. a. Explain how rules are made and why. b. Explain why rules should be followed. 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. SSKE3 The student will explain how money is used to purchase goods and services. a. Distinguish goods from services. b. Identify various forms of U.S. money (coins, currency). SSKE4 The student will explain that people must make choices because they cannot have everything they want.

Common Core Standards http://www.corestandards.org/the-standards