It's here! This is the year we launch Common Core State Standards. The good news is that we have been preparing all along and are ready to implement all we have practiced and all we have learned to help your child build a solid foundation for the future.
Click on the video below for an overall global explanation.
In a nutshell, Common Core is a deeper look into what every child needs to know; deeper experiences as opposed to more subject matter, building on prior knowledge as children move through each grade level on their way to Career and College readiness. There has been a lot of buzz and misinformation about the Common Core State Standards across the country in the news lately. I am hoping that the information on this page helps clear some confusion for you.
Although the Kindergarten Common Core State Standards DO NOT require teaching multiplication to kindergarteners, look how one teacher has taken a hands on approach to cardinality (the number of objects in a set) and in the meanwhile, teaches her students concrete real examples of using math to multiply numbers. Check out Mix and Mingle - the second video in a group of three lesson plan examples presented to show different ways to teach counting and cardinality.
I have posted below an outline of the Kindergarten CC standards written in kid-friendly language, courtesy of The Complete Common Core State Standards Kit, Carson-Dellosa Publishing. For some standards, I have included, in parenthesis, the original standard for clarification.
Common Core “I can” Statements from The Complete Common Core State Standards Kit
National Governors Association Center for Best Practices and Council of Chief State School Officers
California Common Core State Standards: Language Arts
RF Reading Standards: Foundational Skills
Phonics and Word Recognition
I can tell how a book is organized.
(Demonstrate understanding of the organization and basic features of print.)
I can follow words from left to right, top to bottom, and page by page
I know that written words represent spoken words.
I know that words are separated by spaces in print.
I know and can name all of the letters of the alphabet.
I can use words, syllables, and sounds.
I can name words that rhyme.
(Recognize and produce rhyming words.)
I can count and say syllables in words.
(Count, pronounce, blend, and segment syllables in spoken words.)
I can put together word parts. (Blend onsets and rimes)
I can take apart word parts.
I can read CVC words.
I can say each sound of a word. (Initial, medial, final phoneme in consonant-vowel-consonant words except words ending with /l/, /r/ or /x/)
I can change sounds in words to make new words.
I can decode words.
I know the sounds of each consonant.
(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.)
I can spell words with short and long vowel sounds. (For the 5 major vowels)
I can read sight (Sound and Say) words.
I can tell how two words that sound alike are different.
(Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
My example: bow (as in bowtie) and bow (as in bow wow)
The word homograph merges homos, the Greek word for "same," with graph, "to write." If two words are written identically but don't share a meaning, they are homographs. Some examples are close ("to shut") and close ("nearby"); and bass ("deep") and bass ("the fish"). Homographs are confusing at first glance, but once you read them in the context of a sentence or hear them spoken aloud, you'll easily figure out which word is intended.
I can understand what I read.
(Read emergent-reader texts with purpose and understanding.)
Reading Standards for Literature
Key ideas and details
Craft and structure
Integration of knowledge and ideas
Range of reading and level of text complexity
(With prompting and support) I can ask and answer questions about what was read (key details).
I can retell a story.
I can name the characters, settings, and events in a story.
I can ask and answer questions about words I do not know in a story.
I can tell the difference between stories, poems, and other things to read.
I can tell about the author and the illustrator of a story.
I can tell how the story and the pictures go together.
(Describe the relationship between illustrations and the story – e.g. what moment in a story an illustration depicts.)
I can compare (and contrast) (the adventures and experiences of the) characters and events from different stories.
I can take part in group reading activities. (Actively and with purpose and understanding)
Reading Standards for Informational Text (Nonfiction)
Key ideas and details
Craft and structure
Integration of knowledge and ideas
Range of reading and level of text complexity
I can ask and answer questions about what I read.
I can tell the topic and details of a story (text).
I can tell how two people, places, or things are connected in a story (text).
I can ask and answer questions about words I do not know in a story (text).
I can name the parts (front cover, back cover, title page) of a book.
I can name the author and the illustrator and tell what they do.
I can tell how the pictures and the words go together.
I can tell what the author is thinking and why.
(With prompting and support, identify the reasons an author gives to support points in a text)
I can compare two stories (text) (With prompting and support, identify basic similarities in and differences between two texts on the same topic)
I can take part in group reading activities. (With purpose and understanding)
Conventions of Standard English
Vocabulary Acquisition and Use
K.L. (Language) 1
I can write and speak well.
(Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking)
K. L 1a
I can print (many) uppercase and lowercase letters.
I can use prepositions. (e.g.to, from, in, out, on, off, for, of, by, with)
I can use complete sentences.
I can write sentences. (Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.)
I can capitalize the first word in a sentence and the pronoun I.
I can name punctuation marks. (end marks)
I can write a letter or letters for consonant and short vowel sounds.
I can spell simple words. (phonetically, drawing on knowledge of sound-letter relationships)
CCSS Language 3 – not applicable to kindergarten.
I know the meanings of unknown and multiple-meaning words and phrases.
(Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content) For example: drop as in a tiny bit of water and drop as in fall to the ground.
I can learn new meanings for words I know.
Homonym traces back to the Greek words homos, meaning “same,” and onuma, meaning “name.” So a homonym is sort of like two people who have the same name: called the same thing but different. A homonym can be a word that sounds the same as something else — like by (“near”) and buy (“purchase”) — or it can be spelled exactly the same way and pronounced differently — like minute (unit of time) and minute (“tiny”).
I can use prefixes and suffixes to find the meaning of an unknown word.
(Use the most frequently occurring inflections and affixes (e.g. –ed, -s, -re, un-, pre-, -ful, -less)
I can understand relationships between words and their meanings.
I can sort objects into groups. (Sort common objects into categories (e.g. shapes, foods) to gain a sense of the concepts the categories represent.)
I can use and understand verbs and adjectives by knowing their opposites.
I can make real life connections between words and their use.
Speaking and Listening Standards
Comprehension and collaboration
Presentation of Knowledge and Ideas
K.SL. (Speaking and Listening) 1
I can take part in group talks about topics and stories.
(Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.)
I can listen and share with others.
I can have conversations with others.
I can ask and answer questions about what was read.
I can ask and answer questions about what was said.
I can describe people, places, things, and events.
I can give details with pictures.
(Add drawings or other visual displays to descriptions as desired to provide additional details.)
I can speak clearly.
Text types and purposes
Production and distribution of writing
Research to build and present knowledge
I can use pictures and words to tell what I think about a topic or a book.
(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.)
I can use pictures and words to tell about a topic (informational).
I can use pictures and words to tell about the events in a story. (narrative)
I can tell the events in order.
I can tell how the story made me feel.
I can answer questions about what I write.
(With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.)
I can use a computer to write and publish a story.
I can work with others to read and write about a topic.
(Participate in shared research and writing projects (e.g. explore a number of books by a favorite author and express opinions about them).
I can use what I know or learn to answer questions.
(With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.)
California Common Core State Standards: Math
Counting and Cardinality
Know number names and the count sequence
Count to tell the number of objects
K. CC. (Counting and Cardinality) 1
I can count to 100 by ones and by tens.
I can count on from any number.
I can write the numbers 0 to 20
I can write a number to show how many are in a set of objects.
I can use a number to tell how many.
(Understand the relationship between numbers and quantities; connect counting to cardinality.)
I can count objects one by one and say the number names in order.
I know that the last number I say is how many objects I counted. I know that the number of objects is the same no matter how they are counted.
I know that as I count, the next number is one more.
I can count up to 20 objects.
(20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration)
I can tell if a group is greater than, less than, or equal to another group.
I can compare two numbers between 1 and 10.
Number and Operations in Base Ten
Work with numbers 11-19 to gain foundations for place value.
K.NBT (Number and Operations in Base Ten) 1
I can show how the numbers 11 to 19 are made up of tens and ones.
(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.)
Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
K.OA. (Operations and Algebra)1
I can add and subtract in many ways.
(Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), and acting out situations, verbal explanations, expressions, or equations.)
I can use objects or pictures to show a problem.
I can show different ways to make a number that is less than or equal to 10.
(e.g., 5 = 2 +3 and 5 = 4 + 1)
I can add numbers to make 10.
I can add with numbers 0 to 5.
I can subtract with numbers 0 to 5.
Identify and describe plane and solid shapes (squares, circles, triangles, rectangles, hexagons/cubes, cones, cylinders, and spheres)
Analyze, compare, create, and compose shapes.
I can describe where objects are located.
(Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms as above, below, beside, in front of, behind, and next to.)
I can name shapes.
I can describe shapes as flat or solid.
I can describe how flat and solid shapes look.
(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).
I can model shapes by building or drawing them.
I can put together smaller shapes to make bigger shapes.
(Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”)
Measurement and Data
Describe and compare measurable attributes.
Classify objects and count the number of objects in each category.
K.MD. (Measurement and Data) 1
I can describe an object’s length and/or weight.
I can use words to compare two objects. (For example: One child is taller/shorter than another.)
I can sort and count objects into groups. (Less than or equal to 10)
(Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.)