KINDERGARTEN LEARNING OUTCOMES
Standard
LANGUAGE ARTS
Language
L.K.1
L.K.2
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Print upper and lower-case letters Aa-Zz (in random order)
Write upper and lower-case letters, when given the letter sounds Aa-Zz
(in random order)
Blend syllables into spoken words (ex: teacher says mon – key, child
says monkey)
Segment spoken words into syllables (ex: teacher says number, child
says num-ber)
Say the first sound in a word
Add a first sound to a word
Change the first sound in a word
Capitalize the first word in a sentence and the pronoun I
Spell simple words phonetically, drawing on knowledge of sound/letter
relationships
Recognize and name end punctuation
Reading: Foundational Skills
RF.K.1
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RF.K.2
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RF.K.3
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RF.K.4
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Recognize and name upper and lower-case letters Aa-Zz (in random
order)
Recognize that spoken words are represented in written language by
specific sequences of letters
Understand that words are separated by spaces in print
Follow words from left to right, top to bottom, and page by page
Substitute individual sounds in simple one syllable words to make new
words (ex: teacher say “ran”, change the /r/ to a /f/ and the word is….
Isolate and pronounce the final sound in CVC words
Blend onset and rime of single syllable spoken words (ex: teacher says
“st-op”, student says “stop”
Segment onset and rime of single syllable spoken words (ex: teacher
says “stop”, and student says “st-op”
When verbally given different pairs of words, correctly discriminate if
each pair of words rhyme
When verbally given a word, produce a rhyming word (real or nonsense)
Isolate and pronounce the middle sound in CVC words
Name the sound for upper and lower-case letters Aa-Zz (in random
order)
Read common high frequency words by sight
Read emergent-reader texts with purpose and understanding
Reading: Informational Text
RI.K.5
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Identify the front cover, back cover and title page of a book
Name the author and illustrator of a text and define the role of each
Writing
W.K.1
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W.K.2
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Write to compose opinion pieces in which they tell a reader the topic
they are writing about and state an opinion about the topic
Write to compose informative/expository texts in which they tell a
reader the topic they are writing about and supply some information
about the topic
MATH
Standard
Counting and Cardinality
K.CC.1
K.CC.3
K.CC.B.5
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Recognize and name numbers 0-10 (in random order)
Count to 100 by 1’s
Count to 100 by 10’s
Add an object to a group to show a quantity that is one larger
Count forward from a given number to ten
Write the numbers 0-20 (in random order)
Compare quantities of objects (more, fewer, and equal)
Compare numerals (more, fewer, and equal)
Count a group of objects to answer the question, “How many?”
Count to answer “how many” questions about as many as 20 things
arranged in a line, a rectangular array, or a circle
Given a number from 1-20, count out that many objects
Operations and Algebraic Thinking
KOA.1
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K.0A.2
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K.OA.3
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K.OA.4
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K.OA.5
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Represent addition and subtraction with objects, fingers, drawings,
sounds, acting out situations, verbal explanations, expressions, or
equations
Solve addition and subtraction word problems, and add and subtract
within 10 by using objects or drawings to represent the problem
Decompose numbers less than or equal to 10 into pairs in more than one
way by using objects or drawings, and record each decomposition by a
drawing or equation (ex: 5=2+3 and 5=4+1)
For any number from 1to 9, find the number that makes 10 when added
to the given number by using objects or drawings, and record the answer
with a drawing or equation
Fluently add and subtract within 5
Numbers and Operations in Base Ten
K.NBT.1
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K.G.1
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Compose and decompose numbers from 11-19 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.
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
Geometry
K.G.2
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K.G.3
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Correctly name shapes regardless of their orientation or overall size (flat
shapes: square, circle, rectangle, triangle, hexagon) (solid shapes: cube,
sphere, cylinder, cone)
Identify shapes as two-dimensional (lying in a plane, “flat”) or threedimensional (“solid”)
Measurement and Data
K.MD.1
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K.MD.2
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K.MD.3
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Describe measurable attributes of objects, such as length or weight.
Describe several measurable attributes of a single object
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 into given categories; count the numbers of objects in
each category and sort the categories by count (less than or equal to 10)