Kindergarten Curriculum
All Curriculum Documents Are Active DRAFTS
Literacy
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Kindergarten Decoding Proficiency Scale:
Priority Standards:
K.RL.4 Ask and answer questions about unknown words in a text.
K.RI.4 With prompting and support, ask and answer questions about unknown words in a text.
K.RF.2.C Blend and segment onsets and rimes of single-syllable spoken words.
K.RF.3.A 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.
K.RF.3.B Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
K.RF.3.C Read common high-frequency words by sight
K.RF.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
K.L.2.C Write a letter or letters for most consonant and short-vowel sounds (phonemes)
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Phonological Awareness Proficiency Scale:
Priority Standards:
K.RF.2.A Recognize and produce rhyming words.
K.RF.2.B Count, pronounce, blend, and segment syllables in spoken words.
K.RF.2.C Blend and segment onsets and rimes of single-syllable spoken words.
K.RF.2.D Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words. This does not include /l/,/r/, or /x/.
K.RF.2.E Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words
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Print Concepts Proficiency Scale:
Priority Standards:
K.RI.5 Identify the front cover, back cover, and title page of a book
K.RF.1.A Follow words from left to right, top to bottom, and page by page.
K.RF.1.B Recognize that spoken words are represented in written language by specific sequences of letters.
K.RF.1.C Understand that words are separated by space in print.
K.RF.1.D Recognize and name all upper- and lowercase letters of the alphabet.
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Analyzing Main Ideas Proficiency Scale:
Priority Standards:
K.RL.1 With prompting and support, ask and answer questions about key details in fiction text.
K.RI.1 With prompting and support, ask and answer questions about key details in nonfiction text.
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Generating Text Organization and Structure Proficiency Scale:
Priority Standard:
K.W.2 Use a combination of drawing, dictating, and writing to compose multiple informative/ explanatory texts in which they name what they are writing about and supply some information about the topic
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Sources and Research Proficiency Scale:
Priority Standard:
K.SL.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups
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Generating Narratives Proficiency Scale:
Priority Standards:
K.W.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.
K.W.5 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including a collaboration with peers.
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Spelling Proficiency Scale:
Priority Standards:
K.L.2.D Spell simple words phonetically, drawing on knowledge of sound-letter relationships (e.g., “kat” for cat or “bik” for bike)
*MSU.K.S.1 Spell basic two-letter words (e.g., spelling words such as “as,” “be,” “at,” and “am”)
*MSU.K.S.2 Spell basic three-letter, consonant-vowel-consonant words (e.g., spelling words such as “mom,” “dad,” “cat,” and “dog”)
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Parts of Speech Proficiency Scale:
Priority Standards:
K.L.1.B Use frequently occurring nouns and verbs (e.g., run, jump, play, cat, dog, kid, is, am)
K.L.1.C Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes)
K.L.1.D Understand and use question words (e.g. who, what, where, when, why, how)
K.L.1.E Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with)
*MSU.K.LC.1 Using verbs as action words (e.g., using “walking,” “walks,” “running,” “runs,” “skipping,” and “skips” as action words describing different ways people can be mobile);
*MSU.K.LC.2 Using nouns for simple objects, family members, and community workers (e.g., using nouns to accurately describe objects found on the playground)
Social Studies
Science
Math
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Teacher Version Proficiency Scale
Student Friendly Proficiency Scale
Priority Standards:
K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.A.3 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).
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Teacher Version Proficiency Scale
Student Friendly Proficiency Scale
Priority Standards:
K.CC.A.3 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).
K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality
*K.CC.B.5 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.
*K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
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Teacher Version Proficiency Scale
Student Friendly Proficiency Scale
Priority Standards:
*K.CC.C.6 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.
*K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.
*K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
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Teacher Version Proficiency Scale
Student Friendly Proficiency Scale
Priority Standards:
*K.OA.A.3 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).
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Teacher Version Proficiency Scale
Student Friendly Proficiency Scale
Prioritized Standards:
*K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
*K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
*K.OA.A.4 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.
*K.OA.A.5 Fluently add and subtract within 5.
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Teacher Version Proficiency Scale
Student Friendly Proficiency Scale
Prioritized Standards:
*K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
*K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
*K.OA.A.5 Fluently add and subtract within 5.
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Teacher Version Proficiency Scale
Student Friendly Proficiency Scale
Prioritized Standards:
*K.OA.A.3 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).
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Teacher Version Proficiency Scale
Student Friendly Proficiency Scale
Prioritized Standards:
K.G.B.4 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).
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Teacher Version Proficiency Scale
Student Friendly Proficiency Scale
Prioritized Standards:
K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
K.G.B.6 Compose simple shapes to form larger shapes.
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Teacher Version Proficiency Scale
Student Friendly Proficiency Scale
Prioritized Standards:
K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
K.MD.A.2 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.
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Teacher Version Proficiency Scale
Student Friendly Proficiency Scale
Prioritized Standards:
*K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.