The Common Core State Standards for Kindergarten and Building on Patterns Kindergarten Level

Standard (Kindergarten)

Building on Patterns Lesson (Kindergarten)

Foundational Skills (RF) – Kindergarten

Print Concepts   

RF.K.1   Demonstrate understanding of the organization and basic features of print.

RF.K.1a   Follow words from left to right, top to bottom, and page by page.

Lesson 1

RF.K.1b   Recognize that spoken words are represented in written language by specific sequences of letters.

Lesson 7

RF.K.1c   Understand that words are separated by spaces in print.

Lesson 9, 14, 15

RF.K.1d   Recognize and name all upper- and lowercase letters of the alphabet.

Lesson 7 (p.68), 10, 15

Phonological Awareness

RF.K.2   Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

 

RF.K.2a   Recognize and produce rhyming words.

Lesson 1, 3, 6

RF.K.2b   Count, pronounce, blend, and segment syllables in spoken words.

[not addressed]

RF.K.2c   Blend and segment onsets and rimes of single-syllable spoken words.

Lesson 24, 25, 29, 31

RF.K.2d   Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)

Lesson 4, 25

RF.K.2e   Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

[not addressed]

Phonics and Word Recognition

RF.K.3   Know and apply grade-level phonics and word analysis skills in decoding words.

RF.K.3a   Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

Lesson 7-36

RF.K.3b   Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Lessons 10, 15, 25, 27, 28 (short sounds only, long not included)

RF.K.3c   Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Lesson 7-36

RF.K.3d   Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Lesson 23-25, 27, 29, 31

 

 

 

 

 

 

Fluency

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

Lesson 7, 12, 16, 21, 24, 25, 30, 36

 

 

 

 

Literature (RL) – Kindergarten

Key Ideas and Details

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

Lesson 1-36

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

[not addressed]

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

Idea included but not actual word (e.g., setting)

Craft and Structure

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

Lesson 14, 18, 23, 26

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

(different texts included, but not discussed)

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.

[not addressed]

Integration of Knowledge and Ideas

RL.K.7   With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Idea introduced in Lesson 2

RL.K.8 (not applicable to literature)

 

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

[not addressed]

Range of Reading and Level of Complexity

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

(not applicable, teacher/child dyad incl. throughout)

Informational Text (RI) – Kindergarten

Key Ideas and Details

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

[not addressed]

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

[not addressed]

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

[not addressed]

Craft and Structure

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

[not addressed]

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

[not addressed]

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.

[not addressed]

Integration of Knowledge and Ideas

RI.K.7   With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

[not addressed]

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

[not addressed]

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).

[not addressed]

Range of Reading and Level of Complexity

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

(not applicable, teacher/child dyad incl. throughout)

Writing (W) – Kindergarten

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 . . .).

[not addressed]

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.

[not addressed]

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.

[not addressed]

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.

[not addressed]

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.

[not addressed]

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).

[not addressed]

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

[not addressed]

W.K.9 (Begins in Grade 4)

 

Range of Writing

W.K.10 (Begins in Grade 3)

 

Speaking and Listening (SL) – Kindergarten

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.

SL.K.1a   Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Verbal reponses and exchanges with teacher are in every lesson.

SL.K.1b   Continue a conversation through multiple exchanges.

Verbal reponses and exchanges with teacher are every lesson.

SL.K.1c (Begins in Grade 1)

 

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.

Throughout in discussions with teacher
Lesson 35
Ask for clarification

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

Throughout in discussions with teacher
Lesson 35-Ask for clarification

Presentation of Knowledge and Ideas

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

Throughout in discussions with teacher

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

[not addressed]

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

Throughout in discussions with teacher

Language (L) – Kindergarten

Conventions of Standard English

L.K.1   Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.K.1a   Print many upper- and lowercase letters.

Lesson 7-first letter taught
Lesson 10–capital indicator taught
All letters taught by end of Lesson 35

L.K.1b   Use frequently occurring nouns and verbs.

Lesson 7-refers to use of action words
Lesson 15-teaches terms "action" and "naming"

words for verbs and nouns

L.K.1c   Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

Lessons 3, 9, 13, 20, 32

L.K.1d   Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

All lessons ask comprehension questions
Lesson 35–student expected to ask questions

L.K.1e   Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Lessons 11 and 24 address specific prepositions.

L.K.1f   Produce and expand complete sentences in shared language activities.

Lessons 5 and 17 (no writing)

 

 

 

 

 

 

L.K. 2   Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.K.2a   Capitalize the first word in a sentence and the pronoun I.

Only names and the word I are capitalized.
Lesson 10-The word I and names
Lessons 32 and 33-names

L.K.2b   Recognize and name end punctuation.

[not addressed]

L.K.2c   Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Starts in Lesson 22, completed in Lesson 35

L.K.2d   Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Starts in Lesson 22, addressed through Lesson 35

 

 

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.

L.K.4a   Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is the verb to duck).

[not addressed]

L.K.4b   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.

[not addressed]

 

 

 

 

Vocabulary Acquisition and Use

 

L.K.5   With guidance and support from adults, explore word relationships and nuances in word meanings.

L.K.5a   Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Lesson 7

L.K.5b   Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Lesson 27-change the meaning of a sentence to its opposite

L.K.5c   Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Lessons 8 and 34-address the relationship of the child to a place

L.K.5d   Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

[not specifically addressed]

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

Verbal reponses are expected in every lesson in relationship to what is being taught.

Visit Our House!