Grade Hubs
Context: Jump to another grade-level administrator hub.
English Language Arts (43)
Context: Available support pages for this domain, grade, and audience.
| Standard | Short Description | Open |
|---|---|---|
| ELA.K.RF.1 | Demonstrate understanding of the organization and basic features of print (e.g., follow words left to right, top to bottom; recognize spoken words as written letters; words separated by spaces; name all upper- and lowercase letters). | Open Page |
| ELA.K.RF.2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes), including phoneme isolation, blending, and segmentation of one-syllable spoken words. | Open Page |
| ELA.K.RF.3 | Know and apply grade-level phonics and word analysis skills in decoding words, including one-to-one letter-sound correspondences, long and short vowel sounds, and common high-frequency words by sight. | Open Page |
| ELA.K.RF.4 | Read emergent-reader texts with purpose and understanding. | Open Page |
| ELA.K.RL.1 | With prompting and support, ask and answer questions about key details in a text. | Open Page |
| ELA.K.RL.2 | With prompting and support, retell familiar stories, including key details. | Open Page |
| ELA.K.RL.3 | With prompting and support, identify characters, settings, and major events in a story. | Open Page |
| ELA.K.RL.4 | Ask and answer questions about unknown words in a text. | Open Page |
| ELA.K.RL.5 | Recognize common types of texts (e.g., storybooks, poems). | Open Page |
| ELA.K.RL.6 | With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. | Open Page |
| ELA.K.RL.7 | With prompting and support, describe the relationship between illustrations and the story in which they appear. | Open Page |
| ELA.K.RL.9 | With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. | Open Page |
| ELA.K.RL.10 | Actively engage in group reading activities with purpose and understanding. | Open Page |
| ELA.K.RI.1 | With prompting and support, ask and answer questions about key details in a text. | Open Page |
| ELA.K.RI.2 | With prompting and support, identify the main topic and retell key details of a text. | Open Page |
| ELA.K.RI.3 | With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. | Open Page |
| ELA.K.RI.4 | With prompting and support, ask and answer questions about unknown words in a text. | Open Page |
| ELA.K.RI.5 | Identify the front cover, back cover, and title page of a book. | Open Page |
| ELA.K.RI.6 | Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. | Open Page |
| ELA.K.RI.7 | With prompting and support, describe the relationship between illustrations and the text in which they appear. | Open Page |
| ELA.K.RI.8 | With prompting and support, identify the reasons an author gives to support points in a text. | Open Page |
| ELA.K.RI.9 | With prompting and support, identify basic similarities in and differences between two texts on the same topic. | Open Page |
| ELA.K.RI.10 | Actively engage in group reading activities with purpose and understanding. | Open Page |
| ELA.K.W.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. | Open Page |
| ELA.K.W.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. | Open Page |
| ELA.K.W.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. | Open Page |
| ELA.K.W.5 | With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. | Open Page |
| ELA.K.W.6 | With guidance and support, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. | Open Page |
| ELA.K.W.7 | Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). | Open Page |
| ELA.K.W.8 | With guidance and support, recall information from experiences or gather information from provided sources to answer a question. | Open Page |
| ELA.K.W.10 | Write routinely over short time frames for a range of tasks, purposes, and audiences. | Open Page |
| ELA.K.SL.1 | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. | Open Page |
| ELA.K.SL.2 | Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details. | Open Page |
| ELA.K.SL.3 | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. | Open Page |
| ELA.K.SL.4 | Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. | Open Page |
| ELA.K.SL.5 | Add drawings or other visual displays to descriptions as desired to provide additional detail. | Open Page |
| ELA.K.SL.6 | Speak audibly and express thoughts, feelings, and ideas clearly. | Open Page |
| ELA.K.L.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | Open Page |
| ELA.K.L.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | Open Page |
| ELA.K.L.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. | Open Page |
| ELA.K.L.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. | Open Page |
| ELA.K.L.5 | Demonstrate understanding of word relationships and nuances in word meanings. | Open Page |
| ELA.K.L.6 | Use words and phrases acquired through conversations, reading and being read to, and responding to texts. | Open Page |
Mathematics (22)
Context: Available support pages for this domain, grade, and audience.
| Standard | Short Description | Open |
|---|---|---|
| MATH.K.CC.A.1 | Count to 100 by ones and by tens. | Open Page |
| MATH.K.CC.A.2 | Count forward beginning from a given number within the known sequence (instead of having to begin at 1). | Open Page |
| MATH.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. | Open Page |
| MATH.K.CC.B.4 | Understand the relationship between numbers and quantities; connect counting to cardinality by pairing objects one-to-one and saying the number names in order. | Open Page |
| MATH.K.CC.B.5 | Count to answer 'how many?' questions about as many as 20 things arranged in a line, rectangular array, or circle, or as many as 10 things in a scattered configuration. | Open Page |
| MATH.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 (up to 10 objects in each group) using matching and counting strategies. | Open Page |
| MATH.K.CC.C.7 | Compare two numbers between 1 and 10 presented as written numerals. | Open Page |
| MATH.K.OA.A.1 | Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. | Open Page |
| MATH.K.OA.A.2 | Solve addition and subtraction word problems and add and subtract within 10 using objects or drawings to represent the problem. | Open Page |
| MATH.K.OA.A.3 | Decompose numbers less than or equal to 10 into pairs in more than one way (e.g., 5 = 2 + 3 = 4 + 1); record each decomposition by a drawing or equation. | Open Page |
| MATH.K.OA.A.4 | For any number from 1 to 9, find the number that makes 10 when added to the given number; record the answer with a drawing or equation. | Open Page |
| MATH.K.OA.A.5 | Fluently add and subtract within 5. | Open Page |
| MATH.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); record each composition or decomposition by a drawing or equation. | Open Page |
| MATH.K.MD.A.1 | Describe measurable attributes of objects such as length or weight; describe several measurable attributes of a single object. | Open Page |
| MATH.K.MD.A.2 | Directly compare two objects with a measurable attribute in common; identify which object has 'more of' or 'less of' the attribute and describe the difference. | Open Page |
| MATH.K.MD.B.3 | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. | Open Page |
| MATH.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. | Open Page |
| MATH.K.G.A.2 | Correctly name shapes regardless of their orientations or overall size. | Open Page |
| MATH.K.G.A.3 | Identify shapes as two-dimensional (lying in a plane, 'flat') or three-dimensional ('solid'). | Open Page |
| MATH.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, and other attributes. | Open Page |
| MATH.K.G.B.5 | Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. | Open Page |
| MATH.K.G.B.6 | Compose simple shapes to form larger shapes (e.g., can two triangles be joined to make a rectangle?). | Open Page |
Science (7)
Context: Available support pages for this domain, grade, and audience.
| Standard | Short Description | Open |
|---|---|---|
| SCI.K.PS2.A | Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. | Open Page |
| SCI.K.PS2.B | Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. | Open Page |
| SCI.K.LS1.C | Use observations to describe patterns of what plants and animals (including humans) need to survive. | Open Page |
| SCI.K.ESS2.A | Use and share observations of local weather conditions to describe patterns over time. | Open Page |
| SCI.K.ESS2.D | Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. | Open Page |
| SCI.K.ESS3.A | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. | Open Page |
| SCI.K.ESS3.C | Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. | Open Page |
Social Studies (16)
Context: Available support pages for this domain, grade, and audience.
| Standard | Short Description | Open |
|---|---|---|
| SS.K.E.1.A | Identify goods and services that people make or provide to meet the wants and needs of individuals and communities. | Open Page |
| SS.K.E.1.B | Explain why people must make choices about goods and services because of limited resources (scarcity) and how those choices involve trade-offs. | Open Page |
| SS.K.GS.A | Identify and use maps, globes, and other geographic tools to locate and describe places in the school, classroom, and community. | Open Page |
| SS.K.GS.B | Describe how the physical environment (land, water, weather) of a community affects how people live, work, and play. | Open Page |
| SS.K.GS.C | Describe ways that people in communities interact with and change their physical environment to meet their needs. | Open Page |
| SS.K.H.1.A | Distinguish between events and activities that happened in the past, are happening now, and may happen in the future using words such as yesterday, today, and tomorrow. | Open Page |
| SS.K.H.1.B | Describe how family traditions, customs, and celebrations have been passed down and may change over time. | Open Page |
| SS.K.H.1.C | Identify and describe community helpers and leaders who contribute to the well-being of the school and local community. | Open Page |
| SS.K.PC.A | Identify and explain the purpose of rules in the classroom, school, and community, and describe what happens when rules are not followed. | Open Page |
| SS.K.PC.B | Describe the rights and responsibilities of good citizens in school and community settings. | Open Page |
| SS.K.PC.C | Describe how people make decisions in groups and communities and why cooperation is important for a healthy community. | Open Page |
| SS.K.TS.A | Develop and use questions to guide exploration of topics related to self, family, school, and community. | Open Page |
| SS.K.TS.B | Gather information from multiple sources (books, photographs, people) to answer questions about the community. | Open Page |
| SS.K.TS.C | Organize and use information from pictures, maps, and other sources to learn about places and people. | Open Page |
| SS.K.TS.D | Construct explanations about family, school, and community using information gathered from sources. | Open Page |
| SS.K.TS.E | Communicate what has been learned about self, family, and community through drawing, speaking, and writing. | Open Page |