Georgia Standard of Excellence Reading/Language Arts and Writing Standards
READING FOUNDATIONS Print Concepts ELACCKRF1: Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page-by-page. b. Recognize that spoken words are represented in written language specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet.
Phonological Awareness ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Phonics and Word Recognition ELACCKRF3: Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of most frequent sounds for each consonant. b. Associate the long and short sounds with the common spellings(graphemes) for the five major vowels. c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Fluency ELACCKRF4: Read emergent-reader texts with purpose and understanding.
WRITING Text Types and Purposes ELACCKW1: 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…). ELACCKW2: 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. ELACCKW3: 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 ELACCKW5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. ELACCKW6: 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 ELACCKW7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). ELACCKW8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
SPEAKING AND LISTENING Comprehension and Collaboration ELACCKSL1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. ELACCKSL2: Confirm understanding of written texts read aloud or information presented orally or through media by asking and answering questions about key details and requesting clarification if something is not understood. ELACCKSL3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Presentation of Knowledge and Ideas ELACCKSL4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. ELACCKSL5: Add drawings or other visual displays to descriptions as desired to provide additional detail. ELACCKSL6: Speak audibly and express thoughts, feelings, and ideas clearly.
Conventions of Standard English ELACCKL1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog,dogs;wish,wishes)when speaking. d. Understand and use question words (interrogatives) (e.g., who,what,where,when,why,how). e. Use the most frequently occurring prepositions (e.g., to,from,in,out,on,off, for,of,by,with). f. Produce and expand complete sentences in shared language activities.
ELACCKL2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Vocabulary Acquisition and Use ELACCKL4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck as a bird and learning the verb to duck). 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.
ELACCKL5: With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites(antonyms). c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance)by acting out the meanings. ELACCKL6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Georgia Standards of Excellence Math Standards
COUNTING AND CARDINALITY Know number names and the count sequence. MCCK.CC.1 Count to 100 by ones and by tens. MCCK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). MCCK.CC.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. MCCK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. 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. 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. c. Understand that each successive number name refers to a quantity that is one larger. MCCK.CC.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 MCCK.CC.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 MCCK.CC.7 Compare two numbers between 1 and 10 presented as written numerals.
OPERATIONS AND ALGEBRAIC THINKING Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. MCCK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MCCK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MCCK.OA.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). MCCK.OA.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. MCCK.OA.5 Fluently add and subtract within 5.
NUMBERS AND OPERATIONS IN BASE TEN
Work with numbers 11–19 to gain foundations for place value. MCCK.NBT.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 (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.
MEASURMENT AND DATA
Describe and compare measurable attributes. MCCK.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. MCCK.MD.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. MCCK.MD.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 (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). MCCK.G.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. MCCK.G.2 Correctly name shapes regardless of their orientations or overall size. MCCK.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
Analyze, compare, create, and compose shapes. MCCK.G. 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). MCCK.G. 5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. MCCK.G. 6 Compose simple shapes to form larger shapes. Forexample, “Can you join these two triangles with full sides touching to make a rectangle?”