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Kindergarten Assistant - Mrs. Ledbetter  
Taylors Elementary 2014- 2015

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Jennifer Burtner > Kindergarten Standards



 Grade Level: Kindergarten


Reading Standards for Literature (RL)


Reading Standards for Informational Text (RI)

Key Ideas and Details


Key Ideas and Details

RL.K.1: With prompting and support, ask and answer questions about key details in a text.


RI.K.1: With prompting and support, ask and answer questions about key details in a text.

RL.K.2: With prompting and support, retell familiar stories, including key details.


RI.K.2: With prompting and support, identify the main topic and retell key details of a text.

RL.K.3: With prompting and support, identify characters, settings, and major events in a story.


RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text

Craft and Structure


Craft and Structure

RL.K.4: Ask and answer questions about unknown words in a text.


RI.K.4: With prompting and support, ask and answer questions about unknown words in a text.

RL.K.5: Recognize common types of texts (e.g., storybooks, poems).


RI.K.5: Identify the front cover, back cover, and title page of a book.

RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.


RI.K.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Integration of Knowledge and Ideas


Integration of Knowledge and Ideas

RL.K.7: With prompting and support, describe the connection between pictures or other illustrations and the overall story in which they appear.


RI.K.7: With prompting and support, describe the connection between pictures or other illustrations and the overall text in which they appear.

R.K.8: (Not applicable to literature )


RI.K.8: With prompting and support, identify the reasons an author gives to support points in a text.

RL.K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.


RI.K.9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity


Range of Reading and Level of Text Complexity

RL.K.10: Actively engage in group reading activities with purpose and understanding.


RI.K.10: Actively engage in group reading activities with purpose and understanding.


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Reading Standards:  Foundational Skills (RF)

Print Concepts

RF.K.1: 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 by 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

RF.K.2: 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 (CVC) words.1 (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

RF.K.3: 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 the most frequent sounds for each consonant.

b.      Associate the long and short sounds with 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.


RF.K.4: Read emergent-reader texts with purpose and understanding.


Writing Standards (W)

Text Types and Purposes

W.K.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 (e.g., My favorite book is . . .).

W.K.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.

W.K.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.

Production and Distribution of Writing

W.K.4: (Begins in grade 3)

W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

W.K.6: 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

W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

W.K.9: (Begins in grade 4)

Range of Writing

W.K.10: (Begins in grade 3)


Speaking and Listening Standards (SL)

Comprehension and Collaboration

SL.K.1: 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.

SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.

SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.


Language Standards (L)

Conventions of Standard English

L.K.1: 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).

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.

L.K.2: Demonstrate command of 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.

Knowledge of Language

L.K.3: (Begins in grade 2)

Vocabulary Acquisition and Use

L.K.4: 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.

L.K.5: 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.

L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.



          Math (Common Core Standards)

Counting and Cardinality

Know number names and the count sequence.



Count to 100 by ones and by tens.



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



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.



Understand the relationship between numbers and quantities; connect counting 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 name with one and only one object.



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.



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



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.



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. (Include groups up to 10 objects.)



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.



Represent addition and subtraction with objects, fingers, mental images, drawings, (Drawings need not show details but should show the mathematics in the problem.), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.



Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problems.



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).



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.



Fluently add and subtract within 5.

Number and Operations in Base Ten

Work with numbers 11-19 to gain foundations for place value.



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.



Measurement and Data

Describe and compare measurable attributes.



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 and count the number of objects in each category.



Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.  (Limit category counts to be less than or equal to 10.)


Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).



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.



Correctly name shapes regardless of their orientations or overall size.



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

Analyze, compare, create, and compose shapes.



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).



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



C Compose simple shapes to form larger shapes.  For example, “Can you join these two tritriangles with full sides touching to make a rectangle?”

Standards for Mathematical Practice



Make sense of problems and persevere in solving them.



Reason abstractly and quantitatively.



Construct viable arguments and critique the reasoning of others.



Model with mathematics.



Use appropriate tools strategically.



Attend to precision.



Look for and make use of structure.



Look for and express regularity in repeated reasoning.


Scientific Inquiry

Standard K-1:  The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.

K-1.1    Identify observed objects or events by using the senses.

K-1.2    Use tools (including magnifiers and eyedroppers) safely, accurately, and appropriately when gathering specific data.

K-1.3    Predict and explain information or events based on observation or previous experience.

K-1.4    Compare objects by using nonstandard units of measurement.

K-1.5    Use appropriate safety procedures when conducting investigations.

Characteristics of Organisms (Life Science)

Standard K-2:  The student will demonstrate an understanding of the characteristics of organisms.

K-2.1    Recognize what organisms need to stay alive (including air, water, food, and shelter).

K-2.2    Identify examples of organisms and nonliving things.

K-2.3    Match parents with their offspring to show that plants and animals closely resemble their parents.

K-2.4    Compare individual examples of a particular type of plant or animal to determine that there are differences among individuals.

K-2.5    Recognize that all organisms go through stages of growth & change called life cycles.

My Body (Life Science)

Standard K-3:  The student will demonstrate an understanding of the distinct structures of human body and the different functions they serve.

K-3.1    Identify the distinct structures in the human body that are for walking, holding,
           touching, seeing, smelling, hearing, talking, and tasting.

K-3.2    Identify the functions of sensory organs (including eyes, nose, ears, tongue, skin).

Seasonal Changes (Earth Science)

Standard K-4:  The student will demonstrate an understanding of seasonal weather changes.

K-4.1    Identify weather changes that occur from day to day.

K-4.2   Compare the weather patterns that occur from season to season.

K-4.3   Summarize ways that the seasons affect plants and animals.

Exploring Matter (Physical Science)

Standard K-5:  The student will demonstrate the understanding that objects can be described by their observable properties.

K-5.1    Classify objects by observable properties (including size, color, shape, magnetic
           attraction, heaviness, texture, and the ability to float in water).

K-5.2   Compare the properties of different types of materials (including wood, plastic, metal, cloth, and paper) from which objects are made.

 Children as Citizens: An Introduction to Social Studies
H= history        G= geography       P = political science/government        E = economics


Standard K-1: The student will demonstrate an understanding of the way families live and work together now and the way they lived and worked together in the past.
K-1.1     Compare the daily lives of children and their families in the United States in the
            past with the daily lives of children and their families today. (H, E)

K-1.2    Explain how changes in modes of communication and transportation have changed the way that families live and work, including e-mail and the telephone as opposed to letters and messengers for communication and the automobile as opposed to the horse for transportation. (H, G)


Standard K-2: The student will demonstrate an understanding of rules and authority in a

child’s life.

K-2.1    Explain the purposes of rules and laws and the consequences of breaking them,
           including the sometimes unspoken rules of sportsmanship and fair play. (P)

K-2.2   Summarize the roles of people in authority in a child’s life, including those of parents and teachers. (P)

K-2.3   Identify people in the community and school who enforce the rules that keep people safe, including crossing guards, firefighters, and police officers. (P)


Standard K-3: The student will demonstrate an understanding of key American figures and symbols.

K-3.1    Recognize the significance of things that exemplify the values and principles of American democracy, including the Pledge of Allegiance, songs such as “The Star-Spangled Banner” (our national anthem) and “America the Beautiful,” and the American flag. (H, P)

K-3.2   Illustrate the significant actions of important American figures, including George Washington, Abraham Lincoln, and Martin Luther King Jr. (H, P)

K-3.3   Identify the reasons for celebrating the national holidays, including Independence Day, Thanksgiving, President’s Day, and Martin Luther King Jr. Day. (H, P)

Standard K-4: The student will demonstrate an understanding of good citizenship.

K-4.1    Identify qualities of good citizenship, including honesty, courage, determination, individual responsibility, and patriotism. (P)

K-4.2   Demonstrate good citizenship in classroom behaviors, including taking personal responsibility, cooperating and respecting others, taking turns and sharing, and working with others to solve problems. (P)


Standard K-5:   The student will demonstrate an understanding of his or her surroundings.

K-5.1    Identify the location of school, home, neighborhood, community, city/town, and state on a map. (G)

K-5.2   Provide examples of personal connections to places, including immediate surroundings, home, school, and neighborhood. (G)

K-5.3   Construct a simple map. (G)

K-5.4   Recognize natural features of the environment, including mountains and bodies of water, through pictures, literature, and models. (G)


Standard K-6:   The student will demonstrate an understanding of different businesses in the community and the idea of work.

K-6.1    Classify several community businesses according to goods and services they
           provide. (E)

K-6.2   Summarize methods of obtaining goods and services. (E)

K-6.3   Match descriptions of work to the names of jobs in the school and local community, in the past and present, including jobs related to safety. (E, H)