common core posters (kindergarten)

7/23/2019 Common Core Posters (kindergarten)

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KindergartenCommon Core Posters

*English Standards *Math Standardswww.CoreCommonStandards.com
http://www.corecommonstandards.com/http://www.corecommonstandards.com/


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Table of Contents

English Language Arts StandardsReading: LiteratureRL.K.1...........................................................................................1

RL.K.2...........................................................................................2

RL.K.3...........................................................................................3

RL.K.4...........................................................................................4

RL.K.5...........................................................................................5

RL.K.6...........................................................................................6

RL.K.7...........................................................................................7

RL.K.9...........................................................................................8

RL.K.10.........................................................................................9

Reading: Informational TextRI.K.1..........................................................................................10

RI.K.2..........................................................................................11

RI.K.3..........................................................................................12

RI.K.4..........................................................................................13

RI.K.5..........................................................................................14

RI.K.6..........................................................................................15

RI.K.7..........................................................................................16

RI.K.8..........................................................................................17

RI.K.9..........................................................................................18

RI.K.10........................................................................................19

Reading: Foundational SkillsRF.K.1.........................................................................................20

RF.K.2.........................................................................................21

RF.K.3.........................................................................................22

RF.K.4.........................................................................................23

Writing

W.K.1..........................................................................................24W.K.2..........................................................................................25

W.K.3..........................................................................................26

W.K.5..........................................................................................27

W.K.6..........................................................................................28

W.K.7..........................................................................................29

W.K.8..........................................................................................30

Speaking & ListeningSL.K.1.........................................................................................31

SL.K.2.........................................................................................32

SL.K.3.........................................................................................33

SL.K.4.........................................................................................34

SL.K.5.........................................................................................35

SL.K.6.........................................................................................36

LanguageL.K.1..............................................................................................37

L.K.2..............................................................................................38

L.K.4..............................................................................................39

L.K.5..............................................................................................40

L.K.6..............................................................................................41

MathematicsCounting & CardinalityK.CC.1...........................................................................................42

K.CC.2...........................................................................................43

K.CC.3...........................................................................................44

K.CC.4...........................................................................................45

K.CC.5...........................................................................................46

K.CC.6...........................................................................................47

K.CC.7...........................................................................................48

Operations & Algebraic ThinkingK.OA.1...........................................................................................49

K.OA.2...........................................................................................50

K.OA.3...........................................................................................51

K.OA.4...........................................................................................52

K.OA.5...........................................................................................53

Numbers & Operations in Base TenK.NBT.1.........................................................................................54

Measurement & DataK.MD.1..........................................................................................55

K.MD.2..........................................................................................56

K.MD.3..........................................................................................57

GeometryK.G.1.............................................................................................58

K.G.2.............................................................................................59

K.G.3.............................................................................................60

K.G.4.............................................................................................61

K.G.5.............................................................................................62

K.G.6.............................................................................................63

www.CoreCommonStandards.com
http://www.corecommonstandards.com/http://www.corecommonstandards.com/http://www.corecommonstandards.com/


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Common Core State Standards

With prompting and support, ask andanswer questions about key details in atext.

Grade Level:Kindergarten

Standard:English Language Arts | Reading: Literature | RL.K.1 www.CoreCommonStandards.com


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With prompting and support, retellfamiliar stories, including key details.




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With prompting and support, identifycharacters, settings, and major events ina story.




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Ask and answer questions about

unknown words in a text.




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Recognize common types of texts (e.g.,storybooks, poems).




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With prompting and support, name theauthor and illustrator of a story anddefine the role of each in telling the

story.




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With prompting and support, describethe relationship between illustrationsand the story in which they appear (e.g.,

what moment in a story an illustrationdepicts).




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With prompting and support, compareand contrast the adventures andexperiences of characters in familiar

stories.




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Actively engage in group readingactivities with purpose andunderstanding.




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With prompting and support, ask andanswer questions about key details in atext.


Standard:English Language Arts | Reading: Informational Text | RI.K.1 www.CoreCommonStandards.com


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With prompting and support, identify themain topic and retell key details of atext.




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With prompting and support, describethe connection between two individuals,events, ideas, or pieces of information in

a text.




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With prompting and support, ask andanswer questions about unknown wordsin a text.




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Identify the front cover, back cover, andtitle page of a book.




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Name the author and illustrator of a textand define the role of each in presentingthe ideas or information in a text.




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With prompting and support, describethe relationship between illustrationsand the text in which they appear (e.g.,

what person, place, thing, or idea in thetext an illustration depicts).




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With prompting and support, identify thereasons an author gives to supportpoints in a text.




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With prompting and support, identifybasic similarities in and differencesbetween two texts on the same topic

(e.g., in illustrations, descriptions, orprocedures).




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Actively engage in group readingactivities with purpose andunderstanding.




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Demonstrate understanding of theorganization 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 specificsequences of letters.

Understand that words are separated by spaces in print.

Recognize and name all upper- and lowercase letters of the alphabet.


Standard:English Language Arts | Reading: Foundational Skills | RF.K.1 www.CoreCommonStandards.com


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Demonstrate understanding of spokenwords, 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 doesnot include CVCs ending with /l/, /r/, or /x/.)

Add or substitute individual sounds (phonemes) in simple, one-syllable wordsto make new words.




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Know and apply grade-level phonicsand word analysis skills in decodingwords. 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 theletters that differ.




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Read emergent-reader texts withpurpose and understanding.




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Use a combination of drawing, dictating,and writing to compose opinion piecesin which they tell a reader the topic or

the name of the book they are writingabout and state an opinion or

preference about the topic or book (e.g.,My favorite book is...).


Standard:English Language Arts | Writing | W.K.1 www.CoreCommonStandards.com


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Use a combination of drawing, dictating,and writing to compose informative/explanatory texts in which they name

what they are writing about and supplysome information about the topic.




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Use a combination of drawing, dictating,and writing to narrate a single event orseveral loosely linked events, tell about

the events in the order in which theyoccurred, and provide a reaction to what

happened.




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With guidance and support from adults,respond to questions and suggestionsfrom peers and add details to strengthen

writing as needed.




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With guidance and support from adults,explore a variety of digital tools toproduce and publish writing, including in

collaboration with peers.




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Participate in shared research andwriting projects (e.g., explore a numberof books by a favorite author and

express opinions about them)




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With guidance and support from adults,recall information from experiences orgather information from provided

sources to answer a question.




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Participate in collaborativeconversations with diverse partnersabout kindergarten topics and textswith

peers and adults in small and largergroups. Follow agreed-upon rules for discussions (e.g., listening to others and taking

turns speaking about the topics and texts under discussion).

Continue a conversation through multiple exchanges.


Standard:English Language Arts | Speaking & Listening | SL.K.1 www.CoreCommonStandards.com


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Confirm understanding of a text readaloud or information presented orally orthrough other media by asking and

answering questions about key detailsand requesting clarification if somethingis not understood.




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Ask and answer questions in order toseek help, get information, or clarifysomething that is not understood.




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Describe familiar people, places, things,and events and, with prompting andsupport, provide additional detail.




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Add drawings or other visual displays todescriptions as desired to provideadditional detail.




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Speak audibly and express thoughts,feelings, and ideas clearly.




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Demonstrate command of the conventions ofstandard English grammar and usage when

writing or speaking.

Print many upper- and lowercase letters. Use frequently occurring nouns and verbs.

Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish,wishes).

Understand and use question words (interrogatives) (e.g., who, what,where, when, why, how).

Use the most frequently occurring prepositions (e.g., to, from, in, out, on,off, for, of, by, with).

Produce and expand complete sentences in shared language activities.


Standard:English Language Arts | Language | L.K.1 www.CoreCommonStandards.com


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Demonstrate command of theconventions of standard Englishcapitalization, punctuation, and spelling

when writing. Capitalize the first word in a sentence and the pronoun I.

Recognize and name end punctuation.

Write a letter or letters for most consonant and short-vowel sounds(phonemes).

Spell simple words phonetically, drawing on knowledge of sound-letterrelationships.




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Determine or clarify the meaning ofunknown and multiple-meaning wordsand phrases based on kindergarten

reading and content. Identify new meanings for familiar words and apply them accurately (e.g.,

knowing duckis a bird and learning the verb to duck).

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.




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With guidance and support from adults,explore word relationships and nuancesin word meanings.

Sort common objects into categories (e.g., shapes, foods) to gain a senseof the concepts the categories represent.

Demonstrate understanding of frequently occurring verbs and adjectives byrelating them to their opposites (antonyms).

Identify real-life connections between words and their use (e.g., note placesat school that are colorful).

Distinguish shades of meaning among verbs describing the same generalaction (e.g., walk, march, strut, prance) by acting out the meanings.




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Use words and phrases acquiredthrough conversations, reading andbeing read to, and responding to texts.




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Count to 100 by ones and by tens.


Standard:Mathematics | Counting & Cardinality | K.CC.1 www.CoreCommonStandards.com


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Count forward beginning from a givennumber within the known sequence(instead of having to begin at 1).




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Write numbers from 0 to 20. Representa number of objects with a writtennumeral 0-20 (with 0 representing a

count of no objects).




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Understand the relationship betweennumbers and quantities; connectcounting to cardinality. When counting objects, say the number names in the standard order, pairing

each object with one and only one number name and each number namewith one and only one object.

Understand that the last number name said tells the number of objectscounted. The number of objects is the same regardless of their arrangementor the order in which they were counted.

Understand that each successive number name refers to a quantity that isone larger.




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Count to answer how many? questionsabout as many as 20 things arranged ina line, a rectangular array, or a circle, or

as many as 10 things in a scatteredconfiguration; given a number from 120, count out that many objects.




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Identify whether the number of objectsin one group is greater than, less than,or equal to the number of objects in

another group, e.g., by using matchingand counting strategies. (Include groupswith up to ten objects)




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Compare two numbers between 1 and10 presented as written numerals.




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Represent addition and subtraction withobjects, fingers, mental images,drawings, sounds (e.g., claps), acting

out situations, verbal explanations,expressions, or equations.


Standard:Mathematics | Operations & Algebraic Thinking | K.OA.1 www.CoreCommonStandards.com


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Solve addition and subtraction wordproblems, and add and subtract within10, e.g., by using objects or drawings to

represent the problem.



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Decompose numbers less than or equal to10 into pairs in more than one way, e.g.,

by using objects or drawings, and record

each decomposition by a drawing orequation (e.g., 5 = 2 + 3 and 5 = 4 + 1).



G d L l Ki d t


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For any number from 1 to 9, find thenumber that makes 10 when added tothe given number, e.g., by using objects

or drawings, and record the answer witha drawing or equation.



G d L l Ki d t


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Fluently add and subtract within 5.



Grade Level: Kindergarten


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Compose and decompose numbers from 11 to19 into ten ones and some further ones, e.g.,

by using objects or drawings, and record each

composition or decomposition by a drawing orequation (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.


Standard:Mathematics | Numbers & Operations in Base Ten | K.NBT.1 www.CoreCommonStandards.com



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Describe measurable attributes ofobjects, such as length or weight.Describe several measurable attributes

of a single object.


Standard:Mathematics | Measurement & Data | K.MD.1 www.CoreCommonStandards.com



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Directly compare two objects with ameasurable 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.





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Classify objects into given categories;count the numbers of objects in eachcategory and sort the categories by

count. (Limit category counts to be lessthan or equal to 10)





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Describe objects in the environmentusing names of shapes, and describethe relative positions of these objects

using terms such as above, below,beside, in front of, behind, and next to.


Standard:Mathematics | Geometry | K.G.1 www.CoreCommonStandards.com



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Correctly name shapes regardless oftheir orientations or overall size.





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Identify shapes as two-dimensional(lying in a plane, flat) or three-dimensional (solid).





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Analyze and compare two- and three-dimensional shapes, in different sizesand orientations, using informal

language to describe their similarities,differences, parts (e.g., number of sidesand vertices/corners) and other

attributes (e.g., having sides of equallength).





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Model shapes in the world by buildingshapes from components (e.g., sticksand clay balls) and drawing shapes.

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Compose simple shapes to form largershapes. For example, Can you jointhese two triangles with full sides

touching to make a rectangle?

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common core posters (kindergarten)

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