Kindergarten Prep 16

Ages 4–5 · 18 minutes · Math, English, Science, Stories

The letter P, calendar, blending words, purple, penguins and more!

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

- Calendar
- Letter of the day: P
- Blending words
- Color purple
- Story: Penguin Party!
- Practice pages (for after class)

No prior experience required.

Part of

Kindergarten Prep

Standards alignment

Common Core State Standards

L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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/.)
K.MD.A.2 — Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Alabama

ELA21.K.10a — Produce the most frequent sound(s) for each consonant, including _x_ and _q_, which have two phonemes (sounds).
ELA21.K.35b — With prompting and support, encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words.
ELA21.K.9f — Identify the initial, final, and medial sounds of spoken words.
ELA21.K.10b — Identify the vowel in a closed syllable and produce the short vowel sound for the five major vowels when decoding closed syllables.
MA19.K.17 — Directly compare two objects with a measurable attribute in common to see which object has "more of" or "less of" the attribute and describe the difference.

Alaska

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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.MD.2 — Make comparisons between 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.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
K.MD.4 — Name in sequence the days of the week.

Arizona

K.RF.2.c — Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Blend spoken phonemes to form one-syllable words (e.g., /m/ /a/ /n/).
K.RF.2.d — Isolate and pronounce the initial, medial vowel (long and short vowels), and final sounds (phonemes) in three-phoneme words. (This does not include CVCs (Consonant-Vowel-Consonant) ending with /l/, /r/, or /x/.)
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.WF.3.c — Spell VC (Vowel-Consonant) (e.g., at, in) and CVC (Consonant-Vowel-Consonant) (e.g., pet, mud) words with short vowel sounds.
K.WF.3.a — Represent phonemes in simple words, using letter-sound relationships.
K.WF.1 — Demonstrate and apply handwriting skills.

Arkansas

K.FR.14.PE — Encode one-syllable words with single consonants and all short vowels (e.g., cat, net, hit, pop, pup).
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.FR.6.PA — Blend two to four individual sounds to create one-syllable words (e.g., /a/ /t/ to at; /s/ /i/ /p/ to sip; /c/ /a/ /t/ /s/ to cats).
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.GM.6 — Make direct comparisons of the length, capacity, weight, and temperature of objects, recognizing which object is shorter/longer, lighter/heavier, warmer/cooler, or holds more.

California

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.2.f — Blend two to three phonemes into recognizable words.
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.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (Identify which letters represent the five major vowels [Aa, Ee, Ii, Oo, and Uu] and know the long and short sound of each vowel. More complex long vowel graphemes and spellings are targeted in the grade 1 phonics standards.)
L.K.1.a — Print many upper- and lowercase letters.

Colorado

P.MD.A.1 — Use comparative language, such as shortest, heavier, biggest, or later.
RWC20-GR.PS-S.2-GLE.2-EO.c — Identify and discriminate between sounds and phonemes in language, such as attention to beginning and ending sounds of words and recognition that different words begin or end with the same sound.
RWC20-GR.PS-S.2-GLE.4.b — Recognize that letters of the alphabet have distinct sound(s) associated with them.
RWC20-GR.PS-S.2-GLE.4.c — Attend to the beginning letters and sounds in familiar words.
RWC20-GR.PS-S.2-GLE.4.d — Identify letters and associate correct sounds with letters, including a minimum of ten letters, preferably including letters in the child’s name.
P.MD.A.2 — Compare or order up to five objects based on their measurable attributes, such as height or weight.
RWC20-GR.PS-S.3-GLE.1-EO.d — Copy, trace, or independently write letters or words.

Connecticut

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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 sound for each consonant.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
K.MD.A.1 — Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

Delaware

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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 sound for each consonant.
K.MD.A.2 — Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
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.
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.
MA.K.M.1.2 — Directly compare two objects that have an attribute which can be measured in common. Express the comparison using language to describe the difference.
SS.K.A.3.2 — Explain that calendars represent days of the week and months of the year.
ELA.K.C.1.1 — Print many upper- and lowercase letters.

Georgia

ELAGSEKL2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
ELAGSEKRF2.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/.)
ELAGSEKRF3.a — Demonstrate basic knowledge of one to one letter-sound correspondences for each consonant.
ELAGSEKL2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
ELAGSEKRF2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
ELAGSEKL1.a — Print many upper- and lowercase letters.

Hawaii

K.L.2d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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.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.MD.A.2 — Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference.
K.RF.3b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
K.L.2c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Idaho

K.FR.PA.2d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in spoken three-phoneme (consonant-vowel-consonant, or CVC) words and say the resulting word (Note: This does not include CVCs ending with /l/, /r/, or /x/.)
K.FR.PH.3a — Demonstrate knowledge of one-to-one letter-sound correspondences by producing the most frequent sound for each consonant letter.
K.GC.M.3 — Spell words phonetically, drawing on knowledge of sound-letter relationships.
K.FR.PA.2 — Demonstrate understanding of spoken words, syllables, and sounds.
K.FR.PH.3b — Associate the long and short sounds for the five major vowel letters.

Illinois

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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 sound for each consonant.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Indiana

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.8 — Demonstrate command of capitalization, punctuation, and spelling, focusing on: a. Capitalization – Capitalizing the first word in a sentence and the pronoun I. b. Punctuation – Recognizing and naming end punctuation. c. Encoding – Spelling simple words phonetically, drawing on phonemic awareness.
K.M.1 — Make direct comparisons of the length, capacity, weight, and temperature of objects, and identify which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. (E)
K.M.2 — Identify and use appropriate terms to describe intervals of time including: morning, afternoon, evening, today, yesterday, tomorrow, day, week, month, and year; describe how calendars and clocks are tools to measure time.
K.RF.8 — Use letter-sound knowledge to decode words, including open and closed syllables, consonant digraphs, and blends. (E)

Iowa

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/.)
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.3.b — Associate the long and short sounds with common graphemes (spellings) for the five major vowels.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
WF.K.1.b — Begin to produce manuscript writing.

Kansas

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/.)
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.
W.K.11.d — Spell simple words phonetically, drawing on knowledge of letter-sound relationships.
K.MD.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.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RL.K.13 — Listen to high quality prose and poetry of appropriate complexity for Kindergarten.

Kentucky

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.2.d — Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme words.
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.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Louisiana

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
L.K.1.a — Print many upper- and lowercase letters.

Maine

L.2.K.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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/.)
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.
L.2.K.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
R.3.K.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
W.3.K.a — Print many upper- and lowercase letters.

Maryland

PK.MD.A.2 — Directly compare two objects with a measurable attribute in common, using words such as “bigger/smaller,” “longer/shorter,” “lighter/heavier,” or “taller/shorter”. . Order up to 3 objects by a measureable attribute (e.g., biggest to smallest)
PK.MD.A.1 — Describe measureable attributes of objects, such as length or weight

Massachusetts

PK.MD.A.1 — Recognize the attributes of length, area, weight, and capacity of everyday objects using appropriate vocabulary (e.g., long, short, tall, heavy, light, big, small, wide, narrow).
RF.PK.2.c — Identify the initial sound of a spoken word and, with guidance and support, generate several other words that have the same initial sound.
RF.PK.3.a — Link an initial sound to a picture of an object that begins with that sound and, with guidance and support, to the corresponding printed letter (e.g., link the initial sound /b/ to a picture of a ball and, with support, to a printed or written “B”).
RF.PK.3 — Demonstrate beginning understanding of phonics and word analysis skills.
RL.PK.10 — Listen actively as an individual and as a member of a group to a variety of age-appropriate literature read aloud.

Michigan

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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.MD.A.2 — Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Minnesota

0.1.1.1.c — Demonstrate understanding of spoken words, syllables and sounds (phonemes): isolate, pronounce and manipulate sounds in three-phoneme CVC words.
0.2.1.2 — Demonstrate one-to-one letter-sound correspondence.
K.3.2.1 — Use words to compare objects according to length, size, weight and position. For example: Use same, lighter, longer, above, between and next to. Another example: Identify objects that are near your desk and objects that are in front of it. Explain why there may be some objects in both groups.
0.1.1.2.a — Know and apply grade-level phonics and word analysis skills in decoding words: decode words using one-to-one letter sound correspondences in three-phoneme CVC words and knowledge of word families, demonstrating both accuracy and automaticity.
0.2.1.0 — Print many uppercase and lowercase letters.

Mississippi

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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.MD.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.
RF.K.3.b — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
L.K.1.a — Print many upper- and lowercase letters.

Missouri

K.GM.A.2 — Compare the measurable attributes of two objects.
K.RF.2.A.f — blending spoken phonemes to form one-syllable words
K.RF.3.A.a — producing and writing letter(s) for most short vowel and consonant sounds
K.RF.3.A.c — blending letter sounds to decode simple words
K.L.1.B.f — write and name the printed letters that match the sound
K.GM.B.4 — Name the days of the week.

Montana

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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 sound for each consonant.
K.MD.A.2 — Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
L.K.1.a — Print many upper- and lowercase letters.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Nebraska

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.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.3.d — Encode consonant-vowel-consonant (CVC) words.
LA.K.F.3.b — Demonstrate the long and short sounds with common spellings (graphemes) for the five major vowels.
LA.K.F.3.c — Decode consonant-vowel-consonant (CVC) words.

Nevada

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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 sound for each consonant.
K.MD.A.2 — Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

New Hampshire

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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 sound for each consonant.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.1.a — Print many upper- and lowercase letters.

New Jersey

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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 many of the most frequently used sounds of each consonant.
K.MD.A.2 — Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

New Mexico

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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 sound for each consonant.
K.MD.A.2 — Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

New York

KRF2d — Blend and segment individual sounds (phonemes) in spoken one-syllable words.
PKRF2c — Isolate and pronounce the initial sounds (phonemes) in spoken one-syllable words (e.g. the /m/ in map).
PKRF3a — Demonstrate one-to-one letter-sound correspondence by producing the primary sound of some consonants.
NY-PK.MD.1 — Identify measurable attributes of objects, such as length or weight, and describe them using appropriate vocabulary.
PKL1 — Demonstrate command of the conventions of academic English grammar and usage when writing or speaking. (See Notes for grade-band conventions.)

North Carolina

RF.K.3.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.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.MD.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.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.4.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

North Dakota

K.F.6b — Blend two or three phonemes into a one-syllable spoken word.
K.F.7 — Isolate and pronounce the initial, medial vowel, and final phonemes in three-phoneme words.
K.F.9 — Encode words with phoneme-grapheme correspondences:
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.GM.M.1 — Compare and order two objects with a common measurable attribute.
K.GM.M.2 — Tell time related to daily life (today, yesterday, tomorrow, morning, afternoon, night).

Ohio

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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/.).
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.
K.MD.2 — Directly compare two objects with a measurable attribute in common to see which object has “more of” or “less of” the attribute, and describe the difference. For example, directly compare the heights of two children, and describe one child as taller/shorter.
L.K.2.c — Write a letter or letters for most consonant and short-vowel phonemes (sounds).

Oklahoma

PK.2.PWS.3 — Students will produce some sounds represented by letters.
PK.GM.2.1 — Identify measurable attributes of objects. Describe them using age-appropriate vocabulary (i.e., little, big, long, short, tall, heavy, light).
PK.2.PA.4 — Students will isolate the common initial sound when given a set of alliterative spoken words (e.g., the puppy pounces).
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.GM.2.2 — Directly compare two objects with a common measurable attribute using age-appropriate vocabulary (e.g., longer/shorter, heavier/lighter, taller/shorter).

Oregon

K.L.2d — Spell simple words phonetically.
K.RF.2e — Isolate and pronounce the initial, medial vowel, and final phonemes in threephoneme words.
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.RF.3b — Associate the long and short sounds with common spellings for the five major vowels.
K.RF.3e — Decode cvc words.

Pennsylvania

CC.1.1.K.C — Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Recognize and produce rhyming words. • Count, pronounce, blend, and segment syllables in spoken words. • Blend and segment onsets and rimes of single-syllable spoken words. • Isolate and pronounce the initial, medial vowel, and final sound (phonemes) in the three-phoneme (CVC) words.
CC.1.1.K.D — Know and apply grade-level phonics and word analysis skills in decoding words. • Demonstrate basic knowledge of one-to-one letter-sound correspondence. • Associate the long and short sounds with common spellings for the five major vowels. • Read grade-level high-frequency sight words with automaticity. • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
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.2.4.PreK.A.1 — Describe and compare measurable attributes of length and weight of everyday objects.
CC.1.4.K.F — Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize the first word in a sentence and the pronoun I. • Recognize and use end punctuation. • Spell simple words phonetically.

Rhode Island

L.K.2.e — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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 sound for each consonant.
K.MD.A.2 — Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
L.K.2.a — Print upper- and lowercase letters.
L.K.2.d — Write a letter or letters for most consonant and short-vowel sounds (phonemes).

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.3.5 — Blend letter sounds to decode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words in isolation and in text.
ELA.K.F.3.8 — Decode and encode words using: a. VC; b. CV; c. CVC; d. consonant digraphs (i.e., ch, sh, th, wh); and e. combination (i.e., qu).
ELA.K.F.3.1 — Identify, name, and form all upper and lowercase letters with automaticity.
K.MDA.2 — Compare objects using words such as shorter/longer, shorter/taller, and lighter/heavier.

South Dakota

K.L.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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.MD.A.1 — Describe measurable attributes of a single object or objects, such as length, weight, or size.
K.RF.3.b — Associate the long and short sounds for the five vowels.

Tennessee

K.FL.PA.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
K.FL.WC.4.b — Write a letter/letters for most consonant and short vowel sounds (phonemes).
K.FL.WC.4.d — Spell VC (at, in) and CVC (pet, mud) words with short vowels; spell V (a, I) and CV (be, go) words with long vowels.
K.FL.WC.4 — Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.
K.FL.WC.4.c — Represent phonemes first to last in simple words using letters (graphemes) such as rop for rope.
K.RL.RRTC.10 — With prompting and support, read stories and poems of appropriate complexity for Kindergarten.

Texas

K.2A.viii — blending spoken phonemes to form one-syllable words;
K.2B.i — identifying and matching the common sounds that letters represent;
K.2C.i — spelling words with VC, CVC, and CCVC;
K.2C.ii — spelling words using sound-spelling patterns; and
K.2E — develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.

Utah

K.R.2.d — Pronounce, blend, and segment phonemes in 2–3 phoneme words—except for CVC words ending with /l/, /r/, or /k/ /s/ for the letter x.
K.R.3.a — Demonstrate mastery of all consonant names and sounds using one-to-one letter-sound correspondence (alphabetic principle).
K.R.3.b — Demonstrate mastery of short vowel sounds (/ă/, /ĕ/, /ĭ/, /ŏ/, /ŭ/) in isolation and in VC and CVC words in singlesyllable words.

Vermont

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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 sound for each consonant.
K.MD.A.1 — Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
L.K.1.a — Print many upper- and lowercase letters.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Virginia

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.FFR.3.B — Identify common letter-sound correspondences.
K.FFR.3.F — Demonstrate knowledge of letter-sound correspondences to blend CV, CVC, VC words.
K.FFR.2.D — Demonstrate ability to segment and blend one syllable words with two, three, and four phonemes (including words with consonant digraphs th, sh, ch, wh).
K.FFW.2.A — Encode (spell) one syllable words with short vowels and one syllable words beginning or ending in a digraph (e.g., ch, sh, th, wh).

Washington

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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.MD.A.2 — Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Washington, D.C.

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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.MD.A.2 — Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

West Virginia

ELA.K.37.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships
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.
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/.
ELA.K.37.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
ELA.K.II.b — Associate common spellings (graphemes) with the five major short vowel sounds.
ELA.PK.FR.PA.5 — Identify and discriminate between sounds and phonemes in language, such as attention to beginning and ending sounds of a words and recognition that different words begin or end with the same sound.

Wisconsin

ELA.K.L.6.c — Phonetically spell simple words drawing on knowledge of letter-sound relationships. Related to Reading Foundational standards (RF.K.3).
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.
ELA.K.RF.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Wyoming

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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 sound for each consonant.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
K.MD.F.2 — Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter/longer, taller, lighter/ heavier, warmer/cooler, and which holds more/less.