• Common Core Standards in Mathematics Kindergarten
     

    Counting and Cardinality K.CC.1,2,3,4,5,6,7
    Count to 100 by ones and by tens.
    Count forward beginning from a given number within the known sequence.
    Compare numbers.
    Write numbers from 0-20.
    Fluently add and subtract within 5.

    Operations and Algebraic Thinking K.OA. 1,2,3,4,5

     
    Represent addition and subtraction with objects, fingers, and drawings.
    Solve addition and subtraction word problems.
    Add and subtract within 10.
    Understand the relationship between numbers and quantities.

     

     
    Common Core Standards in Mathematics Grade 1
     
  • 1.NBT.1
    Extend the counting sequence.
    Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral..
  • 1.OA.1
    Represent and solve problems involving addition and subtraction.
    Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.2.NBT.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
  • 1.OA.6
    Add and subtract within 20.
    Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
  • 1.NBT.1
    Extend the counting sequence.
    Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
     
     
     
     
     

     
    Common Core Standards in English Language Arts Kindergarten

    Writing

    WK. 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
    WK.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.
     
    R.LK.1   With prompting and support, ask and answer questions about key details in a text.
    R.LK.2   With prompting and support, retell familiar stories, including key details.
    R.LK.3   With prompting and support, identify characters, settings, and major events in a story.
    R.LK. 6   With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
    R.LK.7   With prompting and support, describe the relationship between illustrations in the story in which they appear
     R.IK. 1   With prompting and support, ask and answer  questionsabout key details in a text
     R.IK. 2   With prompting and support, identify the main topic and retell key details in a text
    R.IK. 5   Identify the front cover, back cover, and title page of a book.
    R.IK. 10   Actively engage in group reading activities with purpose and understanding.


     

     

    Common Core Standards in English Language Arts Grade 1

     

  • FOUNDATIONAL SKILLS
    RF 1 : DEMOSTRATE UNDERSTANDING OF THE ORGANIZATION AND BASIC FEATURES OF PRINT
     
              a. Recognize the distinguishing features of a sentence (i.e. first word, capitalization, end punctuation)
     
    RF 2: DEMONSTRATE UNDERSTANDING OF SPOKEN WORDS, SYLLABLES, AND SOUNDS (PHONEMES)
     
              a. Distinguish long from short vowel sounds in spoken single-syllable words.

              b. Orally produce single-syllable words by blending sounds (phonemes) including consonant blends.

              c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

             d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

     RF 3: KNOW AND APPLY GRADE LEVEL PHONICS AND WORD ANALYSIS SKILLS IN DECODING WORDS
     
             a. Distinguish long and short vowels when  reading regularly spelled one-syllable words.

             b. Know spelling-sound correspondences for additional common vowel teams.

             c. Decode regularly spelled two-syllable words with long vowels.

            d. Decode words with common prefixes and suffxes.

            e. Identify words with inconsistent but common spelling-sound correspondences.

            f. Recognize and read grade-appropriate irregularly spelled words

     

  • Phonics and Word Recognition
    • Distinguish long and short vowels when reading regularly spelled one-syllable words.
    • Know spelling-sound correspondences for additional common vowel teams.
    • Decode regularly spelled two-syllable words with long vowels.
    • Decode words with common prefixes and suffixes.
    • Identify words with inconsistent but common spelling-sound correspondences.
    • Recognize and read grade-appropriate irregularly spelled words.
  • Fluency

      • Read grade-level text with purpose and understanding.
      • Read grade-level text orally with accuracy, appropriate rate, and expression.
      • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.