Attached is the first of two sets of condensed checklists for Kindergarten Common Core State Standards: Kindergarten Common Core Instructional Checklist: This first set is a resource for teachers to track the standards they have taught. I write the various lesson/s to jog my memory. I copied this double sided (pages 2-5) and keep it with my planning materials. It has proven to be a great tool in ensuring I cover each and every standard. I am just getting started with TpT. Look for Workstation and Smartboard lessons soon!. I can’t wait to learn more and share all the great things we are learning in Kindergarten!

Kindergarten Common Core Instructional Checklist CCSS

Speaking & Listening (SLK); Reading Foundations (RFK); Reading Literature (RLK) and Reading Informative Text (RIK)

SLK.1a

Takes turns listening and speaking in collaborative partner work

SLK.1b

Engages, expands upon conversation in collaborative partner work

SLK.2

Confirms understanding of read aloud text via questions, answers

SLK.3

Asks & answers questions to seek help or clarity

SLK.4

Describes familiar people, places, & events in a detailed retell

SLK.5

Add drawings or visual displays to description to add detail

SLK.6

Speaks audibly, expresses thoughts, feelings and ideas clearly

RFK.1a

Follow words from left to right, top/bottom, page/page

RFK.1b

Recognizes words in a book

RFK.1c

Understands that words are separated by spaces in print

RFK.1d

Recognizes and names upper-and lower case alphabet

RFK.2a

Hears and says rhyming words

RFK.2b

Counts, makes, blends & segments syllables in spoken words

RFK.2c

Blends & segments onset/rimes in single syllable spoken words

RFK.2d

Isolate initial, medial and final sounds in CVC words

RFK.2e

Add/replace one phoneme in 1-syllable word to make new word

RFK.3a

Decodes many or all consonant sounds in words

RFK.3b

Associates the long and short sounds of the five major vowels

RFK.3c

Reads high-frequency words by sight

RFK.3d

Distinguish similar words by different letters or patterns

RFK.4

Read emergent readers with purpose and understanding

RLK.1

W/prompting asks, answers questions about key details in story

RLK.2

W/prompting retells familiar stories include key details

RLK.3

W/prompting names char., setting, & major events in a story

RLK.4

Asks & answers questions about unknown words in a text

RLK.5

Recognizes common types of text (e.g. poetry, storybooks...)

RLK.6

W/prompting tells author, illustrator and their roles

RLK.7

Describes role of an illustrations in a specific story

RLK.9

W/prompting compare & contrast two character’s experiences

RLK.10

Engages in group reading with understanding and purpose

RIK.1

W/prompting asks, answers questions about details in a text

RIK.2

W/prompting identifies main topic and key details of a text

RIK.3

W/prompting describes two people, events, ideas of inf. text

RIK.4

W/prompting asks, answers questions about unknown words

RIK.5

Indentifies front cover, back cover and title of book

RIK.6

Name author and illustrator of text and define their roles

RIK.7

W/prompting describes meaning of an illustration in inf. text

RIK.8

W/prompting identify author reason to support a point in text

RIK.9

W/prompting compare and contrast two texts on same subject

RIK.10

Engages in group reading with understanding and purpose

Dates & Notes

Kindergarten Common Core Instructional Checklist CCSS WK.1 WK.2 WK.3 WK.5 WK.6 WK.7 WK.8

Writing Kindergarten (WK) Standards Draw, dictate, write opinion piece about story or subject Use combination draw, dictate, write to create informative/explanatory subject – name what they are writing about and supply information on subject Draw, dictate or write to narrate an event, use sequence of events and a reaction to what happened W/guidance respond to suggestions from peers and add details to strengthen writing W/guidance explore a variety of digital tools to produce and publish a piece of writing, include collaboration w/peers Participate in shared research & writing projects – express opinion about research subject W/guidance recall information from experiences or gather information to answer a question

Dates & Notes

Kindergarten Common Core Instructional Checklist CCSS Convent ions of English LK.1a

Demonstrates command of English grammar conventions when speaking or writing as follows

LK.1b

Uses frequently occurring nouns and verbs

LK.1c LK.1d LK.1e LK.1f

LK.2a LK.2b LK.2c LK.2d LK.3 Vocab. Acquisit ion and Use LK.4a LK.4b

LK.5a LK.5b LK.5c LK.5d LK6

Language Kindergarten (LK) Standards

Prints many upper- and lowercase letters Forms regular plural nouns orally by adding /s/ or /es/ (dog/dogs; wish/wishes) Understands and uses questions words (interrogatives) (who, what, where, when, why, how) Uses frequently occurring prepositions (to, from, in, out, on, off, for, of, by with) Produces and expands using complete sentences in shared language activities Demonstrates conventions of print, punctuation and spelling when writing as follows: Capitalizes the first word in a sentence and the pronoun “I” Recognizes and names all punctuation Writes a letter or letters for most consonant and short vowel sounds (phonemes) Spells simple words phonetically, using knowledge of sound-letter relationships Begins in 2nd grade Determine or clarify the meaning of unknown and multiple meaning words and phrases based on Kindergarten reading and content Identify new meanings for familiar words and apply them accurately (knowing duck is a bird and also knowing the verb to duck) Use common inflections and affixes (-ed, -s, un-, pre-, -ful, -less) as clues to make meaning of new words With guidance explore word relationships and nuances in word meanings Sort common objects to gain sense of categories Understand use of common verbs and adjectives by relating to their opposites Use real-life connections between words and their use (e.g. places at school that are colorful) Distinguish shades of meaning among verbs (walk, strut, march, prance) by acting out meaning Use words and phrases acquired through conversations, reading and being read to and responding to text

Dates & Notes

Kindergarten Common Core Instructional Checklist CCSS KCC.1 KCC.2 KCC.3 KCC.4a KCC.4b

KCC.4c KCC.5 KCC.6 KCC.7

KOA.1 KOA.2 KOA.3 KOA.4

KOA.5 KNBT.1

KMD.1 KMD.2 KMD.3

KG.1

KG.2 KG.3 KG.4 KG.5 KG.6

Kindergarten Counting and Cardinality (KCC) Count to 100 by ones and tens Count forward from a given number Write numbers 0-20, represent a number of objects with a written numeral from 0-20 Count objects in standard order, with 1to1 correspondence Understand that when counting a group the last number/object counted represents the number of objects counted no matter how they may be rearranged Understand that each successive number name refers to a quantity that is one larger Answer “how many” questions for objects in various configurations (line, rectangular array, circle, scattered, etc.) Compare groups of objects by greater than, less than or equal to by using matching strategies Compare two numbers between 1 & 10 presented as written numerals Kindergarten Operations and Algebraic Thinking (KOA) Use objects, fingers, mental image, drawing to represent addition and subtraction Solve addition and subtraction word problems within 10 Decompose numbers less than or equal to 10 into pairs in more than one way (e.g. 5=2+3 and 5=4+1) For numbers 1-9, find the number that makes 10, when added to the given number by using objects or drawings and record the answer with drawing or equation. Fluently add and subtract within 5 Kindergarten Numbers and Operations in Base Ten (KNBT) Compose and decompose number from 11 to 19 into tens and ones using objects or drawings, and record by a drawing or an equation (e.g. 18 =10+8) Kindergarten Measurement and Data (KMD) Describe objects by length, weight Compare two to see which object has more/less of trait (taller/shorter, inches/inches, heavier/lighter) Classify objects into given categories, count and sort by traits Kindergarten Geometry (KG) (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, spheres) Describe objects in environment using names of shapes and relative positions using above, below, beside, in front of, behind and next to Correctly name all shapes listed above Identify shapes as two dimensional (flat) or three (solid) Analyze, compare two & three dimensional shapes Create models of shapes using clay and drawings Combine flat shapes to form new shapes (e.g. 2 triangle=1 rectangle)

Dates & Notes

Kindergarten Common Core Instructional Checklist