Kindergarten Prep 14

Ages 4–5 · 11 minutes · Math, English, Science, Stories

The letter N, counting, calendar, beginning sounds, a trip to school and more!

In this lesson, your child will learn about and practice the following topics:

- Calendar
- Letter of the day: N
- Counting in order
- Beginning sounds
- Story: Going to School!
- Practice pages (for after class)

No prior experience required.

Part of

Kindergarten Prep

Standards alignment

Common Core State Standards

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.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
K.CC.B.4.a — 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.
L.K.1.a — Print many upper- and lowercase letters.

Alabama

ELA21.K.10a — Produce the most frequent sound(s) for each consonant, including _x_ and _q_, which have two phonemes (sounds).
ELA21.K.9 — Demonstrate early phonological awareness to basic phonemic awareness skills in spoken words.
MA19.K.5 — Count to answer "how many?" questions.
ELA21.K.2 — Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.
MA19.K.4a — Say the number names in consecutive order when counting objects.
MA19.K.5a — Count using no more than 20 concrete objects arranged in a line, a rectangular array, or a circle.

Alaska

K.CC.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.
RF.K.2.d — 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/.)
RF.K.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.CC.4.a — When counting objects, say the number names in standard order, pairing each object with one and only one number name and each number name with one and only one object.
L.K.1.a — Print many upper- and lowercase letters.
RI.K.1 — With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text.

Arizona

K.CC.B.4.a — 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.
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.RF.3.a — Demonstrate basic knowledge of one‐to‐one letter‐sound correspondence by producing the primary or most frequent sound(s) for each consonant and the five major vowels.
K.RF.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
K.RI.10 — With prompting and support, actively engage in group reading activities with purpose and understanding.
K.RF.1.f — Recognize and name all upper and lowercase letters of the alphabet.

Arkansas

K.FR.21.F — Produce the most common sound for each letter of the alphabet with accuracy and automaticity.
K.FR.5.PA — Isolate and pronounce the initial, medial vowel, and final sounds in three sound words.
K.NPV.2 — Count a set of objects up to 20 using one-to-one correspondence, demonstrating that the last number stated indicates the number of objects in the set regardless of the arrangement.
K.GM.7 — Understand concepts of time, recognizing that clocks and calendars are tools that measure time. • Concepts of time include: morning, afternoon, evening, today, yesterday, tomorrow, day, week, month, and year
K.RC.4.RF — Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.

California

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.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
K.CC.B.4.a — 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.
RF.K.2.d — 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/.)
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RI.K.10.a — Activate prior knowledge related to the information and events in texts.

Colorado

RWC20-GR.K-S.2-GLE.3-EO.c.i — Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.
RWC20-GR.K-S.2-GLE.3-EO.f.ii — Identify the initial, medial, and final phoneme (speech sound) of spoken words.
RWC20-GR.K-S.1-GLE.2-EO.a — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
RWC20-GR.K-S.2-GLE.2-EO.d.i — Actively engage in group reading activities with purpose and understanding.

Connecticut

K.CC.B.4.a — 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.
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.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
L.K.1.a — Print many upper- and lowercase letters.
RF.K.2.d — 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/.)
SL.K.1 — Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Delaware

K.CC.B.4.a — 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.
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.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.2.d — 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/.)
L.K.1.a — Print many upper- and lowercase letters.

Florida

ELA.K.F.1.2 — Demonstrate phonological awareness. • Blend and segment syllables in spoken words. • Identify and produce alliterative and rhyming words. • Blend and segment onset and rimes of single-syllable words. • Identify the initial, medial, and final sound of spoken words. • Add or delete phonemes at the beginning or end of a spoken word and say the resulting word. • Segment and blend phonemes in single-syllable spoken words.
MA.K.NSO.1.1 — Given a group of up to 20 objects, count the number of objects in that group and represent the number of objects with a written numeral. State the number of objects in a rearrangement of that group without recounting.
ELA.K.F.1.3 — Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. • Demonstrate knowledge of the most frequent sound for each consonant. • Demonstrate knowledge of the short and long sounds for the five major vowels. • Decode consonant-vowel-consonant (CVC) words. • Encode consonant-vowel-consonant (CVC) words.
SS.K.A.3.2 — Explain that calendars represent days of the week and months of the year.
SS.K.G.2.1 — Locate and describe places in the school and community.

Georgia

ELAGSEKRF3.a — Demonstrate basic knowledge of one to one letter-sound correspondences for each consonant.
K.NR.1.1 — Count up to 20 objects in a variety of structured arrangements and up to 10 objects in a scattered arrangement.
ELAGSEKRI10 — Actively engage in group reading of informational text with purpose and understanding.
ELAGSEKSL1 — Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
K.NR.1.2 — When counting objects, explain that the last number counted represents the total quantity in a set (cardinality), regardless of the arrangement and order.
ELAGSEKRF1.d — Recognize and name all upper- and lowercase letters of the alphabet.

Hawaii

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.RF.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.
K.CC.B.4a — 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.
K.RF.1d — Recognize and name all upper- and lowercase letters of the alphabet.
K.RF.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/.)
K.L.1a — Print many upper- and lowercase letters.

Idaho

K.CC.B.5 — Given a group of up to 20 objects, count the number of objects in that group and state the number of objects in a rearrangement of that group without recounting. Given a verbal or written number from zero to 20, count out that many objects.
K.FR.PA.2 — Demonstrate understanding of spoken words, syllables, and sounds.
K.CC.B.4.a — 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.
K.FR.PC.1h — Identify and name all upper- and lowercase letters of the alphabet.
K.ODC.OC.4 — Describe familiar people, places, things, and events with support.

Illinois

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.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
K.CC.B.4.a — 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.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.

Indiana

K.NS.3 — Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. Count out the number of objects, given a number from 1 to 20. (E)
K.RF.6 — Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words. (E)
K.RF.7 — Use letter-sound knowledge to decode the sound of each consonant. (E)
K.W.1 — Write most uppercase (capital) and lowercase letters of the alphabet, correctly shaping and spacing the letters of the words.
K.H.4 — Explain that calendars are used to represent the days of the week and months of the year. (E)

Iowa

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.
RF.K.3.a — Demonstrate basic knowledge of phoneme-grapheme (one-to-one, letter-sound) correspondences by producing the primary and most frequent sounds for each consonant.
RF.K.2.c — Isolate and pronounce the initial, medial vowel, and final phonemes (sounds) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
WF.K.1.a — Form many upper and lowercase manuscript letters and numerals correctly with proportion, line awareness, and spacing (between words and letters).
RI.K.10 — Actively engage in group reading activities with purpose and understanding.

Kansas

K.CC.5 — Count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
K.CC.4.a — When counting objects, say each number’s name in sequential order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.4.b — 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.
RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVC ending with /l/, /r/, or /x/.)
W.K.10.a — Print many upper and lowercase letters.

Kentucky

KY.K.CC.5.a — Count to answer “how many?” questions with as many as 20 things arranged in a line, a rectangular array, or a circle.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
KY.K.CC.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
KY.K.CC.4.a — 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.
RF.K.2.d — Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme words.
RI.K.3 — With prompting and support, identify the individuals, events, ideas, or pieces of information presented over the course of a text.

Louisiana

K.CC.B.5 — Count to answer "how many?" questions.
K.CC.B.5.a — Count objects up to 20, arranged in a line, a rectangular array, or a circle.
RF.K.2.d — 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/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
K.CC.B.4.a — When counting objects in standard order, say the number names as they relate to each object in the group, demonstrating one-to-one correspondence.
L.K.1.a — Print many upper- and lowercase letters.

Maine

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.
R.3.K.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
K.CC.B.4a — 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.
R.2.K.d — 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/.)
W.3.K.a — Print many upper- and lowercase letters.

Maryland

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.
RF.PK.2 — Demonstrate understanding of spoken words and sounds (phonemes)
PK.CC.B.4.a — When counting objects 1-10, say the number names in standard order, pairing each object with one and only one number name.
RF.PK.1.d — Recognize and name some upper- and lowercase letters of the alphabet.
RF.PK.3.a — Recognize that words are made up of letters and their sounds.

Massachusetts

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.
RF.K.2.d — 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/.)
RF.K.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.CC.B.4.a — 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.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.

Michigan

K.CC.B.4.a — 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.
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.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

Minnesota

0.2.1.2 — Demonstrate one-to-one letter-sound correspondence.
K.1.1.3 — Count, with and without objects, forward and backward to at least 20.
0.1.1.1.c — Demonstrate understanding of spoken words, syllables and sounds (phonemes): isolate, pronounce and manipulate sounds in three-phoneme CVC words.
K.1.1.1 — Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. For example: Count students standing in a circle and count the same students after they take their seats. Recognize that this rearrangement does not change the total number, but may change the order in which students are counted.
0.1.1.0.b — Demonstrate understanding of the basic features of print: Recognize and name all uppercase and lowercase letters of the alphabet.

Mississippi

K.CC.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.
RF.K.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.CC.4.a — 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.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Missouri

K.L.1.B.f — write and name the printed letters that match the sound
K.NS.B.5 — Say the number names when counting objects, in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.GM.B.4 — Name the days of the week.
K.NS.B.6 — Demonstrate that the last number name said tells the number of objects counted and the number of objects is the same regardless of their arrangement or the order in which they were counted.
K.R.1.A.b — asking and responding to questions about texts read aloud

Montana

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 from a variety of cultural contexts, including those of Montana American Indians.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
L.K.1.a — Print many upper- and lowercase letters.
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Nebraska

LA.K.F.3.a — Demonstrate basic knowledge of one-to-one sound to letter correspondences by producing the primary or many of the most frequent sounds for each consonant.
LA.K.F.2.f — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in two- and three-phoneme (VC or CVC) words, excluding CVC words ending with /l/, /r/, or /x/.
LA.K.FW.1 — Demonstrate basic handwriting skills.
LA.K.RI.8 — Actively engage in group reading activities with purpose and understanding.
LA.K.SL.1 — With prompting and support, participate with peers and adults in structured discussions and routines about Kindergarten topics and texts.

Nevada

K.CC.B.4.a — 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.
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.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
L.K.1.a — Print many upper- and lowercase letters.

New Hampshire

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.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
K.CC.B.4.a — 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.
RF.K.2.d — 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/.)
RI.K.10 — Actively engage in group reading activities with purpose and understanding.

New Jersey

K.CC.B.4a — 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.
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.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing many of the most frequently used sounds of each consonant.
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RI.K.10 — Actively engage in group reading activities with purpose and understanding.

New Mexico

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.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
K.CC.B.4.a — 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.
RF.K.2.d — 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/.)
L.K.1.a — Print many upper- and lowercase letters.

New York

KRF2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
KRF3a — Demonstrate one-to-one letter-sound correspondence by producing the primary sound or most frequent sound for each consonant.
NY-K.CC.5.a — Answer counting questions using as many as 20 objects arranged in a line, a rectangular array, and a circle. Answer counting questions using as many as 10 objects in a scattered configuration.
KR9 — Make connections between self, text, and the world. (RI&RL)
NY-K.CC.4.a — 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. (1:1 correspondence)
KRF2d — Blend and segment individual sounds (phonemes) in spoken one-syllable words.

North Carolina

NC.K.CC.5 — Count to answer “How many?” in the following situations: • Given a number from 1–20, count out that many objects. • Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater. • Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many. • Given 10 objects in a scattered arrangement, identify how many.
RF.K.4.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.
NC.K.CC.4 — Understand the relationship between numbers and quantities. • 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 (one-to-one correspondence). • Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality). • State the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing).
RF.K.3 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.1.d — Recognize and name all upper- and lower-case letters of the alphabet.

North Dakota

K.F.12b — Accurately and automatically produce the predictable consonant and short vowel sounds associated with uppercase and lowercase letters in non-sequential order.
K.F.7 — Isolate and pronounce the initial, medial vowel, and final phonemes in three-phoneme words.
K.NO.CC.5 — Count and tell how many objects up to 20 are in an arranged pattern or up to 10 objects in a scattered configuration. Represent a quantity of up to 20 with a numeral.
K.F.13 — Write uppercase and lowercase letters accurately.
K.R.3.a — Tell about the informational text, photographs, or illustrations before, during, or after a shared reading or other text-listening experience.

Ohio

K.CC.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.
RF.K.3.a — Demonstrate basic knowledge of one-to-one grapheme (letter)-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
L.K.1.a — Print many upper- and lowercase letters.
RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final phonemes (sounds) in three-phoneme (consonant-vowel consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.).
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Oklahoma

PK.2.PWS.3 — Students will produce some sounds represented by letters.
K.2.PA.3 — Students will isolate and pronounce initial and final sounds in spoken words.
PK.2.PC.6 — Students will begin to write some uppercase and lowercase letters including the majority of the letters in their first name with prompting.
PK.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.
PK.1.S.4 — Students will orally describe personal interests or tell stories to peers and adults with prompting.

Oregon

K.NCC.B.5 — Count to answer “how many?” questions using up to 20 objects arranged in a variety of configurations or as 10 objects in a scattered configuration. Given a number from 1-20, count out that many objects.
K.RF.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.
K.NCC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.RF.1d — Recognize and name all upper- and lowercase letters of the alphabet.
K.RF.2 — Demonstrate understanding of spoken words, syllables, and phonemes.

Pennsylvania

CC.1.1.PK.D — Develop beginning phonics and word skills. • Associate some letters with their names and sounds. • Identify familiar words and environmental print.
CC.2.1.PreK.A.1 — Know number names and the count sequence.
CC.2.1.PreK.A.2 — Count to tell the number of objects.
CC.1.1.PK.C — Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Recognize rhyming words and when two or more words begin with the same sound (alliteration). • Count syllables in spoken words. • Segment single-syllable spoken words. • Segment single-syllable spoken words.

Rhode Island

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.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
K.CC.B.4.a — 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.
L.K.2.a — Print upper- and lowercase letters.
RF.K.2.d — 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/.)
RI.K.10 — Actively engage in group reading activities with purpose and understanding.

South Carolina

ELA.K.F.1.6 — Orally identify initial, medial, and final phonemes in two- and three-phoneme (i.e., VC and CVC) words, excluding CVC words ending with /l/, /r/, or /x/.
ELA.K.F.3.1 — Identify, name, and form all upper and lowercase letters with automaticity.
ELA.K.F.3.3 — Produce one-to-one letter-sound correspondences for each consonant with automaticity.
K.NS.5 — Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner.
K.NS.4a — Understand the relationship between number and quantity. Connect counting to cardinality by demonstrating an understanding that the last number said tells the number of objects in the set (cardinality).
ELA.K.C.9.1 — Ask and answer questions in conversation on a topic.

South Dakota

K.CC.B.5.a — When counting, answer questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or and as many as 10 things in a scattered configuration.
K.RF.2.d — 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/.)
K.RF.3.a — Demonstrate one-to-one letter-sound correspondences by producing the primary sound for each consonant.
K.CC.B.4.a — 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. (one-to-one correspondence).
K.G.3.1 — Identify and describe places in the immediate environment including the classroom and/or playground
K.L.1.a — Print all uppercase (capital) and lowercase letters of the alphabet using correct formation.

Tennessee

K.CC.B.5.a — When counting objects 1-20, say the number names in the standard order, using one-to-one correspondence.
K.CC.B.6 — Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration. Given a number from 1-20, count out that many objects.
K.FL.PA.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
K.CC.B.5 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.RI.RRTC.10 — With prompting and support, read informational texts of appropriate complexity for Kindergarten.

Texas

K.2C — count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order;
K.2A — count forward and backward to at least 20 with and without objects;
K.2E — develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.
K.6A — describe personal connections to a variety of sources;
K.14B — use social studies terminology related to time and chronology correctly, including before, after, next, first, last, yesterday, today, and tomorrow;

Utah

K.CC.5 — Use counting to answer questions about "how many." For example, 20 or fewer objects arranged in a line, a rectangular array, or circle; 10 or fewer objects in a scattered configuration. Using a number from 1–20, count out that many objects.
K.R.2.b — Identify the initial, medial, and final sound in 2–3 phoneme words.
K.R.3.a — Demonstrate mastery of all consonant names and sounds using one-to-one letter-sound correspondence (alphabetic principle).
K.CC.4.a — When counting objects, say the numbers in the standard order. Pair each quantity of objects with one and only one number and each number with the correct quantity of objects.
K.W.5 — Legibly write all upper- and lowercase manuscript letters.

Vermont

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.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
K.CC.B.4.a — 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.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
L.K.1.a — Print many upper- and lowercase letters.

Virginia

K.FFR.3.B — Identify common letter-sound correspondences.
K.NS.1 — The student will utilize flexible counting strategies to determine and describe quantities up to 100. Students will demonstrate the following Knowledge and Skills:
K.C.2.A — Describe personal experiences using complete sentences.
K.FFR.2.C — Isolate the initial, medial, and final sounds in three phoneme (individual sound) words (excluding words ending with /l/, /r/, or /x/).
K.RL.1.A — With prompting and support, activate prior (experience) and background (content) knowledge and make connections to what is read.

Washington

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.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
K.CC.B.4.a — 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.
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
G1.K.1 — Recognize one’s classroom and school as distinct environments based on physical characteristics and expectations.

Washington, D.C.

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.
RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
K.CC.B.4.a — 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.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

West Virginia

ELA.K.II.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
M.K.5 — Count to answer questions (e.g., "How many?") about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
ELA.K.19 — Actively engage in group reading activities of informational texts with purpose and understanding.
ELA.K.III — Print upper- and lowercase letters.
ELA.K.IV.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme words (i.e., consonant-vowel-consonant, hereinafter CVC). This does not include CVCs ending with /l/, /r/ or /x/.
M.K.4 — Understand the relationship between numbers and quantities; connect counting to cardinality. a. 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. b. Understand that the last number name said tells the number of objects counted and the number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.

Wisconsin

ELA.K.RF.2.d — 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/.)
ELA.K.RF.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
M.K.CC.B.6 — 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.
ELA.K.SL.2 — With guidance and support, ask and answer questions about key details in a text read aloud or information presented orally or through other media.
M.K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality. a. 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 (one to one correspondence). b. 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 (one to one correspondence). c. Understand that each successive number name refers to a quantity that is one larger and the previous number is one smaller (hierarchical inclusion).

Wyoming

K.CC.B.5.A — Answer the question "how many?" by counting up to 20 objects arranged in a line, a rectangular array, a circle, or as many as 10 objects in a scattered configuration.