Common Core Standards

  Common Core Standards Basics
On Computer Lessons
Basics
Off Computer Activities
Social Skills
Kindergarten Math
Counting and Cardinality
KCC.1 Count to 100 by ones and by tens. Match: Number to Quantity; Numbers Basketball; Breakfast Cook; Garages; Jack-in-the-Box; Noodle Numbers; Number Dice; Number Puzzles; Number Shaker; Number Squares; Placemats; Around the World; Balloon Toss; Beanbag Hoops; Dominoes; Duck Duck Five; Egg Cartons; Number Collage; Number Jump; Shoeboxes; Towers; All Aboard!; Apples on Top; Cake Walk; Chicka Numbers; Hopscotch; Fill It In; Reward Tickets  
KCC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Match: Number to Quantity; Numbers Basketball; Breakfast Cook; Garages; Jack-in-the-Box; Noodle Numbers; Number Dice; Number Puzzles; Number Shaker; Number Squares; Placemats; Around the World; Balloon Toss; Beanbag Hoops; Dominoes; Duck Duck Five; Egg Cartons; Number Collage; Number Jump; Shoeboxes; Towers; All Aboard!; Apples on Top; Cake Walk; Chicka Numbers; Hopscotch  
KCC.3 Write numbers from 0-20. Represent a number of objects with a written numbersl 0-20. Match: Number to Quantity All Aboard, Apples Up on Top, Flap Book, Pizza Toppings, Snack Bags  
KCC.4 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. Match: Number to Quantity Basketball; Breakfast Cook; Garages; Jack-in-the-Box; Noodle Numbers; Number Dice; Number Puzzles; Number Shaker; Number Squares; Placemats; Around the World; Balloon Toss; Beanbag Hoops; Dominoes; Duck Duck Five; Egg Cartons; Number Collage; Number Jump; Shoeboxes; Towers; All Aboard!; Apples on Top; Cake Walk; Chicka Numbers; Hopscotch; Number Relay; Flap Book  
KCC.4b 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. Match: Number to Quantity Basketball; Breakfast Cook; Garages; Jack-in-the-Box; Noodle Numbers; Number Dice; Number Puzzles; Number Shaker; Number Squares; Placemats; Around the World; Balloon Toss; Beanbag Hoops; Dominoes; Duck Duck Five; Egg Cartons; Number Collage; Number Jump; Shoeboxes; Towers; All Aboard!; Apples on Top; Cake Walk; Chicka Numbers; Hopscotch; Flap Book, Pizza Toppings  
KCC.4c Understand that each successive number name refers to a quantity that is one larger. Match: Number to Quantity Basketball; Breakfast Cook; Garages; Jack-in-the-Box; Noodle Numbers; Number Dice; Number Puzzles; Number Shaker; Number Squares; Placemats; Around the World; Balloon Toss; Beanbag Hoops; Dominoes; Duck Duck Five; Egg Cartons; Number Collage; Number Jump; Shoeboxes; Towers; All Aboard!; Apples on Top; Cake Walk; Chicka Numbers; Hopscotch  
KCC.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. Match: Number to Quantity Basketball; Breakfast Cook; Garages; Jack-in-the-Box; Noodle Numbers; Number Dice; Number Puzzles; Number Shaker; Number Squares; Placemats; Around the World; Balloon Toss; Beanbag Hoops; Dominoes; Duck Duck Five; Egg Cartons; Number Collage; Number Jump; Shoeboxes; Towers; All Aboard!; Apples on Top; Cake Walk; Chicka Numbers; Hopscotch  
KCC.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. Most or Fewest; Comparisons Number Relay; Stacking; More or Less Ladder; Rice Hunt;  
KCC.7 Compare two numbers between 1 and 10 presented as written numerals. Match Exact: Numbers; Numbers; Missing Numbers; Comparisons Basketball; Breakfast Cook; Noodle Numbers; Number Shaker; Number Puzzles; Placemats; Number Squares; Around the World; Bean Bag Hoops; Dominoes; Number Collage; Number Jump; Egg Cartons; Shoe Boxes; Cake Walk; Hopscotch  
Operations and Algebraic Thinking
KOA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Addition; Subtraction Addition Race; More or Less Ladder; One More; Addition Bags; Equation Hunting; Take Away Plays  
KOA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Addition; Subtraction Addition Race; More or Less Ladder; One More; Addition Bags; Equation Hunting; Take Away Plays  
KOA.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)." Addition; Subtraction Addition Race; More or Less Ladder; One More; Addition Bags; Equation Hunting; Take Away Plays  
KOA.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. Addition; Subtraction Addition Race; More or Less Ladder; One More; Addition Bags; Equation Hunting; Take Away Plays  
KOA.5 Fluently add and subtract within 5. Addition; Subtraction Addition Race; More or Less Ladder; One More; Addition Bags; Equation Hunting; Take Away Plays  
Number and Operations Based Ten
KNBT.1 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. Addition; Subtraction Addition Race; More or Less Ladder; One More; Addition Bags; Equation Hunting; Take Away Plays  
Number and Operations Based Ten
KMD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Measurement Tools Measuring Me  
KMD.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. For example, directly compare the heights of two children and describe one child as taller/shorter.      
KMD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Match: Categories; Categories; Category: Pretend; Category: Real; Numbers; Match: Number to Quantity Category Spin; Rhythm Categories; Category Tag; Direction by Category; Categories in Action; Category Squares; Get it and Go!; Mixed Up Puzzles; Go Fish; Backpack Fun; Meal Sorting; The Suitcase Game; Apples on Top; Flap Book; Pizza Toppings  
Geometry
KG.1 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. Match Non-Exact: Shapes; Shapes; Prepositions; Different Shape; MC: Color-Shape, Same and Different Where Has It Gone?; Cookie Cutters; Crowns; Ice Cream Cones; Making Pictures; Seal It; Shape Baskets; Shape Box; Sticker Book; Shape Hunt; Shape Monsters; Shape Actions; Dough Shapes; Shape Art; Color Train; Where is He or She?; Shape Baskets, Shape Art  
KG.2 Correctly name shapes regardless of their orientations or overall size. Match Non-Exact: Shapes; Shapes; Different Shape; MC: Color-Shape; Same and Different Cookie Cutters; Crowns; Ice Cream Cones; Making Pictures; Seal It; Shape Baskets; Shape Box; Sticker Book; Shape Hunt; Shape Monsters; Shape Actions; Dough Shapes; Shape Art; Color Train; Shape Actions  
KG.3 Identify shapes as two-dimensional (flat) or three dimensiona (solid)      
KG.4 Analyze and compare 2-3 dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts and other attributes.      
KG.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.   Clay-phabet; Cookie Cutters, Crowns, Ice Cream Cones, Making Pictures, Shape Hunt, Shape Monsters, Seal It, Shape Baskets, Shape Box, Sticker Book, Shape Actions, Dough Shapes, Shape Art, Color Train,  
First Grade Math
Operations and Algebraic Thinking
OA.1 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. Addition; Subtraction Addition Race; More or Less Ladder; One More; Addition Bags; Equation Hunting; Take Away Plays  
OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 - by using objects, drawings, and equations, with a symbol for the unknown number to represent the problem      
OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) Addition; Subtraction Addition Race; More or Less Ladder; One More; Addition Bags; Equation Hunting; Take Away Plays  
OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Subtraction Equation Hunting; Take Away Plays  
OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Addition; Subtraction Addition Race; More or Less Ladder; One More; Addition Bags; Equation Hunting; Take Away Plays; Basketball; Breakfast Cook; Garages; Jack-in-the-Box; Noodle Numbers; Number Dice; Number Puzzles; Number Shaker; Number Squares; Placemats; Around the World; Balloon Toss; Beanbag Hoops; Dominoes; Duck Duck Five; Egg Cartons; Number Collage; Number Jump; Shoeboxes; Towers; All Aboard!; Apples on Top; Cake Walk; Chicka Numbers; Hopscotch; Fill It In; Reward Tickets;  
OA.6 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). Addition; Subtraction Addition Race; More or Less Ladder; One More; Addition Bags; Equation Hunting; Take Away Plays  
OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which if the following equations are true and which are false? 6=6,7=8-1, 5+2=2+5, 4+1=5+2      
OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Addition; Subtraction Addition Race; More or Less Ladder; One More; Addition Bags; Equation Hunting; Take Away Plays  
Number and Operations in Base Ten
NBT.1 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. Match: Number to Quantity Basketball; Breakfast Cook; Garages; Jack-in-the-Box; Noodle Numbers; Number Dice; Number Puzzles; Number Shaker; Number Squares; Placemats; Around the World; Balloon Toss; Beanbag Hoops; Dominoes; Duck Duck Five; Egg Cartons; Number Collage; Number Jump; Shoeboxes; Towers; All Aboard!; Apples on Top; Cake Walk; Chicka Numbers; Hopscotch; Fill It In; Reward Tickets;  
NBT.2a 10 can be thought of as a bundle of ten ones-called a "ten"      
NBT.2b The numbers from 11-19 are composed of a 10 and one,two three,four, five, six, seven, eight or nine ones      
NBT.2c The numbers 10,20.30,40,50,60,70,80,90 refer to one, two three, four, five, six, seven, eight or nine tens (and 0 ones)      
NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digit, recording the results of comparisons with the symbols .,<.=      
NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Addition Addition Race; More or Less Ladder; One More; Addition Bags; Ways to Ten  
NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.      
NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Subtraction Equation Hunting; Take Away Plays  
Measurement and Data
MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. Comparisons; Most or Fewest; Concepts, Measurement Tools Surprise Box; More or Less Ladder; Rice Hunt; Stacking; Who Has Some or None? Measuring Me  
MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Comparisons; Most or Fewest; Concepts, Measurement Tools Surprise Box; More or Less Ladder; Rice Hunt; Stacking; Who Has Some or None?l; Measuring Me  
MD.3 Tell and write time in hours and half-hours using analog and digital clocks. Time Beat the Clock; Television Guide; Time Wheel  
MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.      
Geometry
G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Match Non-Exact: Shapes; Shapes; Different Shape Cookie Cutters; Crowns; Ice Cream Cones; Making Pictures; Seal It; Shape Baskets; Shape Box; Sticker Book; Shape Hunt; Shape Monsters; Shape Actions; Dough Shapes; Shape Art; Color Train;  
G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Match Non-Exact: Shapes; Shapes; Different Shape Cookie Cutters; Crowns; Ice Cream Cones; Making Pictures; Seal It; Shape Baskets; Shape Box; Sticker Book; Shape Hunt; Shape Monsters; Shape Actions; Dough Shapes; Shape Art; Color Train;  
G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.   Splitting Snack; Fraction Measuring  
Kindergarten English Language Arts
Reading Standards for Literature
Key Ideas and Details
RLK.1 With prompting and support, ask and answer questions about key details in a text.   Pen Pals, Sharing Writing, Friendship Stories, Secret Stars; Beach Ball Questions All SSA activities
RLK.2 With prompting and support, retell familiar stories, including key details.   Picture Acting; Story Telling; Story Play; Thought Bubbles All SSA activities - Day 3 Social Comics
RLK.3 With prompting and support, identify characters, settings, and major events in a story.   Picture Acting; Story Telling; Story Play; Thought Bubbles All SSA activities
RLK.4 Ask and answer questions about unknown words in a text.     All SSA activities - Vocabulary
RLK.5 Recognize common types of texts (storybooks and poems)      
RLK.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.      
RLK.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).   Picture Acting; Storytelling; Sharing Writing; Story Album; Picture Rummy All SSA activities
RLK.8 NA to literature      
RLK.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.     SSA Suggested Literature introduces students to other books that teach the same social skill.
RLK.10 Actively engage in group reading activities with purpose and understanding.   Story Potluck; Story Beeps; Pass the Box, Book Look, Thought Bubbles All SSA activities
Reading: Information Text
RIK.1 With prompting and support, ask and answer questions about key details in a text.   Pen Pals, Sharing Writing, Friendship Stories, Secret Stars; Beach Ball Questions All SSA activities
RIK.2 With prompting and support, identify the main topic and retell key details of a text.   Story Telling All SSA activities
RIK.3 With prompting and support, describe the connection between two individuals, events, ideas or pieces of information in a text.     All SSA activities
RIK.4 With prompting and support, describe the connection between two individuals, events, ideas or pieces of information in a text.     All SSA activities
RIK.5 Identify the front cover, back cover and title page of a book.      
RIK.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.      
RIK.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).   Picture Acting; Storytelling; Sharing Writing; Story Album; Picture Rummy SSA - Story retelling, Social comics
RIK.8 With prompting and support, identify the reasons an author gives to support points in a text.      
RIK.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (illustrations, descriptions, or procedures.)     SSA - Suggested Literature
RIK.10 Actively engage in group reading activities with purpose and understanding.   Story Potluck; Story Beeps SSA - Whole group reading activities - Social Comics
Reading: Foundational Skills
RFK.1a Follow words from left to right, top to bottom, and page by page. Sight Words Pass the Box; Book Look, Thought Bubbles, My Own Word Book, Bean Books, Flap Book, SSA - Activities which focus on "following along" in the social comics
RFK.1b Recognize that spoken words are represented in written language by specific sequences of letters. Letters, Sight Words, Match Non-Exact: Words, Match Exact: Letters Pass the Box SSA - Activities which focus on "following along" in the social comics
RFK.1c Understands that words are separated by spaces in print.     SSA - Activities which focus on "following along" in the social comics
RFK.1d Recognize and name all upper- and lowercase letters of the alphabet. Letters; Match Exact: Letters; Match: Letter Case; Alphabet Soup; Backwards Chalkboards; Coconut Tree; Name Bingo; Name Puzzle; Book Look; Chalk Walk; Clay-phabet; Letter Freeze; Textured Name Tags; Alphabet Detectives; Alpha-Dig Relay  
RFK.2a Recognize and produce rhyming words. Rhyming Rhyming Basket; Rhyming Houses; Rhyme Trips  
RFK.2b Count, pronounce, blend, and segment syllables in spoken words. Syllables Jumping Beans; Rubber Band Words; Name Clapping  
RFK.2c Blend and segment onsets and rimes of single-syllable spoken words.      
RFK.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or (CVC) words. Phonic Starts; First Sound Matching Sound Bottles; Name Three; Carnival Toss; Alphabet Photo Shoot; Stand Up, Sit Down; Jumping Beans; Rubber Band Words  
RFK.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Phonic Starts; First Sound Matching Sound Bottles; Name Three; Carnival Toss; Alphabet Photo Shoot; Stand Up, Sit Down; Jumping Beans; Rubber Band Words  
RFK.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. Phonic Starts Alphabet Photo Shoot, Rhyming Basket, Mystery Box, Sound Bottles, Stand Up Sit Down  
RFK.3b Associate long and short sounds with the common spellings (graphemes) for the five major vowels Missing Vowel    
RFK.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Match Non-Exact: Words; Sight Words; Match: Word to Picture; Match: Emotion to Word Blindfolded Words; Pass the Box; Word Puzzles; Connect Three; Ship Wreck Memory; Circle Spelling; Fishing for Colors; Sight Word Towers SSA - Social Comics activities
RFK.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. First Sound Matching Mystery Box; Sound Bottles  
RFK.4 Read emergent-reader texts with purpose and understanding      
English Language Arts - 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 (e.g., My favorite book is ...).   Pen Pals; Sharing Writing; Friendship Stories; Secret Stars; Story Album SSA Activities - Creating own comic strip,
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.   Pen Pals; Sharing Writing; Friendship Stories; Secret Stars; Story Album SSA Activities - Creating own comic strip
WK.3 Use a combination of drawing, dictating, and writing to narrate a simple event or several loosely linked events, tell about the events in the order in which they occurred , and provide a reaction to what happened.     SSA Activities - Sequencing comic pages and writing sentences to explain the story.
WK.4 (Begins in grade 3)      
WK.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.     SSA - Writing activities
WK.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.      
WK.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them)      
WK.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.   Most OCA's SSA Activities - Generalization and Prediction activities
WK.9 (Begins in grade 4)      
WK.10 (Begins in grade 3)      
English Language Arts - Speaking and Listening
SLK.1 Follow agreed upon rules for discussions (listening to others and taking turns speaking about the topics and texts under discussion)     SSA - Lessons Following Rules, Taking Turns, Staying on Topic
SLK.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.     SSA - Lessons on learning to ask for help.
SLK.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.     SSA - Lessons on learning to ask for help.
SLK.4 Describe familiar people, places, things and events and with prompting and support, provide additional detail.     SSA Activities - Generalization and Prediction activities
SLK.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.     SSA Activities - All drawing activities in SSA
SLK.6 Speak audibly and express thoughts, feelings and ideas clearly.     SSA - Questions that use "feelings" and "thoughts" either verbally or with Character Expression Pages.
English Language Arts-Language
LK.1a Print many upper and lowercase letters.     SSA - All writing and word activities
LK.1b Use frequently occuring nouns and verbs.     SSA - All writing and word activities
LK.1c For, regular plural nouns orally by adding s, es,      
LK.1d Understand and use question words (who, what where etc.)     SSA - Retelling the story activities
LK.1e Use the most frequently occurring prepositions (to, from, in, out, on, off, for, of, by, with)      
LK.1f Produce and expand complete sentences in shared language activities. Complete Sentences   SSA - Activities that include responding in a complete sentence.
LK.2a Capitalize the first word in a sentence and the pronoun I.      
LK.2b Recognize and end name punctuation     SSA - Activities which involve others names
LK.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes) Missing Vowels, Missing letters    
LK.2d Spell simple words phonetically, drawing on knowledge of sound, letter relationships.     SSA - Activities that require labeling and identification of drawings or pictures.
LK.3 (Begins in grade 2)      
LK.4a Identify new meanings for familiar words and apply them accurately (duck is a bird and learn the verb to duck)      
LK.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.      
LK.5a Sort common objects into categories (shapes, foods) to gain a sense of the concepts the categories represent. Categories Category Spin, Found it, Categories in Action, Category Tag, Get it and go, Rhythm Categories SSA - Sorting activities of environments
LK.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms) Opposites Opposite Buddies  
LK.5c Identify real-life connections between words and their use (note places at school that are colorful)     SSA - Generalization and prediction activities
LK.5d Distinguish shades of meaning among verbs describing the same general action.      
LK.6 Use words and phrases acquired through conversations, reading and being read to, and responding, to texts.     SSA - Use of Character Catch Phrases
English: Language Arts - 1st Grade
Reading - Foundational Skills
RL1.1 Ask and answer questions about key details in a text.   Pen Pals, Sharing Writing, Friendship Stories, Secret Stars; Beach Ball Questions All SSA Activities
RL1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.   Picture Acting; Story Telling; Story Play; All SSA Activities
RL1.3 Describe characters, settings, and major events in a story, using key details.   Story Beeps; Story Telling; Story Cubes; Story Play; All SSA Activities
RL1.4 Identify words and phrases in stories or poems that suggests feelings or appeal to the senses. Emotions Dance the Feeling, Silly Faces All SSA Perspective Taking, Generalization and Prediction lessons
RL1.5 Explain major differences between books that tell stories and books that give information.      
RL1.6 Identify who is telling the story at various points of the text.     SSA activities - Perspective taking
RL1.7 Use illustrations and details in a story to describe its characters, settings, or events.   Storytelling; Extending Interactions SSA Social Comics Stories
RL1.8 NA to literature      
RL1.9 Compare and contrasts the adventures and experiences of characters in stories.     All SSA Activities
RL1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.      
Reading: Informational Text
RI1.1 Ask and answer questions about key details in a text.   Pen Pals, Sharing Writing, Friendship Stories, Secret Stars; Beach Ball Questions All SSA actvities
RI1.2 Identify the main topic and retell key details of a text.   Picture Acting; Story Telling; Story Play; All SSA actvities
RI1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.     All SSA actvities
RI1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.     All SSA actvities
RI1.5 Know and use various text features (e.g. heading, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.      
RI1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.     All SSA actvities
RI1.7 Use the illustrations and details in a text to describe its key ideas.     All SSA actvities - Social Comics
RI1.8 Identify the reasons an author gives to support points in a text.      
RI1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).   Hula Venn SSA - Suggested Literature - Different books; same targeted skill
RI1.10 With prompting and support, read informational tests appropriately complex for grade 1.      
Reading Standards: Foundational Skills
RF1.1 Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Letters; Punctuation Alphabet Soup; Coconut Tree; Red Light, Grammar Light  
RF1.2a Distinguish long from short vowel sounds in spoken single-syllable words.      
RF1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.      
RF1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.   Sound Bottles; Name Three; Carnival Toss; Alphabet Photo Shoot; Stand Up, Sit Down  
RF1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).      
RF1.3a Know the spelling-sound correspondences for common consonant diagraphs (two letters that represent one sound)      
RF1.3b Decode regularly spelled one syllable words.      
RF1.3c Know final e and common vowel team conventions for representing long vowel sounds.      
RF1.3d Use knowlege that every syllable must have a vowel sound to determine the number of syllables in a printed word.   Name Clapping  
RF1.3e Decode two-syllable words following basic patterns by breaking words into syllables.   Name Clapping  
RF1.3f Read words with inflectional endings.      
RF1.3g Recognize and read grade appropriate irregulary spelled words.      
RF1.4a Read grade level text with purpose and understanding.     SSA - Social Comics
RF1.4b Read grade level test orally with accuracy, appropriate rate and expression.     SSA - Social Comics
RF1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.     SSA - Social Comics
Writing
W1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion and provide some sense of closure.     SSA - Activities that include retelling/writing sentences from the story; giving opinions and feelings about the story
W1.2 Write informative/explanatory, tests in which they name a topic, supply some facts about the topic, and provide some sense of closure     SSA- Social Comics activities which have students write their own comics and provide words and sentences to explain the picture.
W1.3 Write narratives in which they recount two or more approrpiately sequences events, include some details regarding what happened, use temporal words to signal event order and provide some sense of closure.     SSA - Activities that include first, then, next, and last
W1.4 (Begins in grade 3)      
W1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.     SSA - All activities that include writing and peer modeling/leading
W1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.      
W1.7 Participate in shared research and writing products (e.g., how to books on a given topic and use them to write a sequence of instructions.      
W1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.     SSA - Generalization and Prediction activities
W1.9 (Begins in grade 4)      
W1.10 (Begins in grade 3)      
Speaking and Listening
SL1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).   All OCAs have rules and entail listening to others All SSA - Following rules, Raising your Hand, Being a Good Listener
SL1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges.   20 Questions; Getting to Know You; Common Ground SSA Volume 4 - Communication
SL1.1c Ask questions to clear up any confusion about the topics and texts under discussion.   What's in the Box?; 20 Questions; Where is He or She? SSA - Asking for Help
SL1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.   What's in the Box?; 20 Questions; Where is He or She? SSA - Retelling of the story - Question and Answer
SL1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.   What's in the Box?; 20 Questions; Where is He or She? SSA - Retelling of the story - Question and Answer
SL1.4 Describe people, places, things and events with relevant details, expressing ideas and feelings clearly.     SSA - Generalization and Prediction activities
SL1.5 Add drawings or other visual displays to descriptions when approrpiate to clarify ideas, thoughts and feelings.     SSA - All volumes
SL1.6 Produce complete sentences when appropriate to task and situations. Sentences   SSA- Activities that require responding in complete sentences
Language
L1.1a Print all upper- and lowercase letters.      
L1.1b Use common, proper, and possessive nouns. All Computer Lessons All OCAs  
L1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Plurals    
L1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). Pronouns Where is He or She? SSA - Activities that require a complete answer as a response. Social scripts such as " Can I play with you?"
L1.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Calendars Calendar Hop; All About Me  
L1.1f Use frequently occurring adjectives. Colors, Shapes Tell Me More; Riddle Book; Tell Me About It; Shape Monsters; Looking for Animals  
L1.1g Use frequently occurring conjunctions      
L1.1h Use frequently occurring prepositions (e.g., during, beyond, toward). Prepositions    
L1.1i Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.   Pen Pals; Sharing Writing; Secret Stars SSA - Role playing activities
L1.2a Capitalize dates and names of people.      
L1.2b Use end punctuation for sentences. Punctuation Red Light, Grammar Light  
L1.2c Use commas in dates and to separate single words in a series. Punctuation Red Light, Grammar Light  
L1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. N/A Word Puzzles, Circle Spelling  
L1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. N/A My Own Word Book; Word Puzzles; Circle Spelling;  
L1.3 (Begins in grade 2)      
L1.4a Use sentence level context as a clue to the meaning or word in a phrase.     SSA - All actvitities
L1.4b Use frequently occurring affixes as a clue to the meaning of a word.      
L1.4c Identify frequently occurring root words (look) and their inflectional form (looks, looked, looking)      
L1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. Match: Categories; Categories; Category: Pretend; Category: Real; Numbers; Match: Number to Quantity Category Spin; Rhythm Categories; Category Tag; Direction by Category; Categories in Action; Category Squares; Get it and Go!; Mixed Up Puzzles; Go Fish; Backpack Fun; Meal Sorting; The Suitcase Game SSA - Actvities that require sorting words
L1.5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). Match: Categories; Categories; Category: Pretend; Category: Real; Numbers; Match: Number to Quantity; Features; Match: Features Category Spin; Rhythm Categories; Category Tag; Direction by Category; Categories in Action; Category Squares; Get it and Go!; Mixed Up Puzzles; Go Fish; Backpack Fun; Meal Sorting; The Suitcase Game; Found It!; Riddle Book; Guess My Animal; People Features  
L1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). Most Computer Lessons All OCAs SSA - Generalization and Prediction Activities
L1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or acting out the meanings.   Friendship Faces  
L1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).   All OCAs