Kindergarten Prep 20

Ages 4–5 · 16 minutes · Math, English, Science, Stories

The letter T, calendar, addition, beginning sounds, transportation and more!

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

- Calendar
- Letter of the day: T
- Addition
- Beginning Sounds
- Story: Transportation
- 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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.

Alabama

ELA21.K.9f — Identify the initial, final, and medial sounds of spoken words.
MA19.K.5 — Count to answer "how many?" questions.
MA19.K.9 — Solve addition and subtraction word problems, and add and subtract within 10, by using concrete objects or drawings to represent the problem.
ELA21.K.10a — Produce the most frequent sound(s) for each consonant, including _x_ and _q_, which have two phonemes (sounds).
ELA21.K.34a — Print upper and lower case letters using proper approach strokes, letter formation, and line placement.
MA19.K.8 — Represent addition and subtraction up to 10 with concrete objects, fingers, pennies, mental images, drawings, claps or other sounds, acting out situations, verbal explanations, expressions, or equations.

Alaska

K.OA.2 — Add or subtract whole numbers to 10 (e.g., by using objects or drawings to solve word problems).
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 sound or many of the most frequent sounds for each consonant.
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.
K.OA.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations.
RI.K.10 — Actively engage in shared reading activities using a range of topics and texts with purpose and understanding, with scaffolding as needed.
L.K.1.a — Print many upper- and lowercase letters.

Arizona

K.OA.A.1 — Represent addition and subtraction concretely. See Table 1.
K.OA.A.2 — Solve addition and subtraction word problems and add and subtract within 10. See Table 1.
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.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.RI.10 — With prompting and support, actively engage in group reading activities with purpose and understanding.

Arkansas

K.CAR.1. — Use objects, fingers, mental images, drawings, sounds, acting out situations, or verbal explanations to represent addition and subtraction from 0 to 10.
K.FR.21.F — Produce the most common sound for each letter of the alphabet with accuracy and automaticity.
G.1.K.8 — Identify people, goods, and ideas that move from place to place.
K.CAR.5 — Solve real-world problems involving addition and subtraction within 10, using objects, drawings, or equations to represent the problem.
K.FR.19.H — Form upper and lowercase letters and numerals correctly, using a common path of movement.
K.FR.5.PA — Isolate and pronounce the initial, medial vowel, and final sounds in three sound words.

California

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.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.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
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.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Colorado

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.i — Identify and produce groups of words that begin with the same sound (alliteration).
RWC20-GR.K-S.2-GLE.3-EO.f.ii — Identify the initial, medial, and final phoneme (speech sound) of spoken words.
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.

Connecticut

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.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.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
L.K.1.a — Print many upper- and lowercase letters.

Delaware

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.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.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
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.3.1 — Explore addition of two whole numbers from 0 to 10, and related subtraction facts.
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.AR.1.3 — Solve addition and subtraction real-world problems using objects, drawings or equations to represent the problem.
SS.K.A.3.2 — Explain that calendars represent days of the week and months of the year.

Georgia

ELAGSEKRF2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
ELAGSEKRF3.a — Demonstrate basic knowledge of one to one letter-sound correspondences for each consonant.
K.NR.5.2 — Represent addition and subtraction within 10 from a given authentic situation using a variety of representations and strategies.
ELAGSEKRI10 — Actively engage in group reading of informational text with purpose and understanding.
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.
K.NR.5.3 — Use a variety of strategies to solve addition and subtraction problems within 10.

Hawaii

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.RF.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
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.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.L.1a — Print many upper- and lowercase letters.
K.RF.1d — Recognize and name all upper- and lowercase letters of the alphabet.

Idaho

K.FR.PA.2 — Demonstrate understanding of spoken words, syllables, and sounds.
K.FR.PH.3a — Demonstrate knowledge of one-to-one letter-sound correspondences by producing the most frequent sound for each consonant letter.
K.OA.A.1 — Represent addition and subtraction of two whole numbers within ten. Use objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
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.OA.A.2 — Solve addition and subtraction word problems within ten by using physical, visual, and symbolic representations.
K.W.HWK.2 — Print all uppercase and lowercase letters of the alphabet. Write left to right and top to bottom with appropriate spaces between letters.

Illinois

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.
SS.K.G.2 — With guidance and support, explain how people and goods move from place to place.
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.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
L.K.1.a — Print many upper- and lowercase letters.

Indiana

K.CA.1 — Solve real-world problems that involve addition and subtraction within 10 using modeling with objects or drawings. (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.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.H.4 — Explain that calendars are used to represent the days of the week and months of the year. (E)
K.W.1 — Write most uppercase (capital) and lowercase letters of the alphabet, correctly shaping and spacing the letters of the words.

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.
K.OA.A.2 — Add and subtract within 10 and solve word problems involving the different problem types listed below. For example, by using objects or drawings to represent the problem. • Add-to with result unknown. • Take-from with result unknown. • Put-together/take-apart with total unknown. • Put-together with both addends unknown. (See Problem Types Table 1 in Appendix A)
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 — Demonstrate understanding of spoken words, syllables, and phonemes (sounds).
RI.K.10 — Actively engage in group reading activities with purpose and understanding.
WF.K.1.b — Begin to produce manuscript writing.

Kansas

K.OA.2 — Solve addition and subtraction word problems, and add and subtract within 10, (e.g. by using objects or drawings to represent the problem.)
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 sounds for each consonant.
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.
K.OA.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations.
W.K.10.a — Print many upper and lowercase letters.

Kentucky

KY.K.OA.2 — Solve addition and subtraction word problems and add and subtract within 10 by using objects or drawings to represent the problem.
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.
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.
HW.K.1 — Print all upper and lowercase letters and numerals.

Louisiana

K.CC.B.5 — Count to answer "how many?" questions.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.
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.

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.
K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, (e.g., by using objects or drawings to represent the problem).
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.
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

explaining how transportation is used to move people from place to place.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
identifying means of transportation available both in their community and beyond.
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.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.
L.K.2.a — Print upper- and lowercase letters.
L.K.6 — Use words and phrases acquired through conversations, activities in the kindergarten curriculum, reading and being read to, and responding to texts.
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/.)

Michigan

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.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/.)
RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.

Minnesota

0.2.1.2 — Demonstrate one-to-one letter-sound correspondence.
K.1.2.1 — Use objects and draw pictures to find the sums and differences of numbers between 0 and 10.
0.1.1.1.a — Demonstrate understanding of spoken words, syllables and sounds (phonemes): identify and orally produce rhyming words, onset-rime and alliteration.
0.2.1.0 — Print many uppercase and lowercase letters.

Mississippi

K.OA.1 — Represent addition and subtraction, in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations,verbal explanations, expressions, or equations.
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 sound or many of the most frequent sounds for each consonant.
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.
K.OA.2 — Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem.
L.K.1.a — Print many upper- and lowercase letters.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.

Missouri

K.RA.A.1 — Represent addition and subtraction within 10.
K.RF.2.A.d — recognizing spoken alliteration or groups of words that begin with the same onset or initial sound
K.RF.2.A.g — isolating the initial, medial, and final sounds in spoken words
K.L.1.B.f — write and name the printed letters that match the sound
K.RF.3.A.a — producing and writing letter(s) for most short vowel and consonant sounds
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.

Montana

K.OA.A.2 — Solve addition and subtraction word problems from a variety of cultural contexts, including those of Montana American Indians, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.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.
K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
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.

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 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
LA.K.FW.1 — Demonstrate basic handwriting skills.
LA.K.RI.1 — With prompting and support, identify the main topic and key details in an informational text.
LA.K.RI.8 — Actively engage in group reading activities with purpose and understanding.

Nevada

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.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.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

New Hampshire

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.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.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

New Jersey

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.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.OA.A.1 — Represent addition and subtraction up to 10 with objects, fingers, mental images, drawings , sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
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 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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.21 — Explain why and how people move from place to place within a community.
K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
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.OA.2.a — Add and subtract within 10.
KR9 — Make connections between self, text, and the world. (RI&RL)
NY-K.OA.1 — Represent addition and subtraction using objects, fingers, pennies, drawings, sounds, acting out situations, verbal explanations, expressions, equations, or other strategies.
KRF1d — Recognize and name all upper- and lowercase letters of the alphabet.

North Carolina

NC.K.OA.2 — Solve addition and subtraction word problems, within 10, using objects or drawings to represent the problem, when solving: • Add to/Take From-Result Unknown • Put Together/ Take Apart (Total Unknown and Two Addends Unknown)
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.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.
NC.K.OA.1 — Represent addition and subtraction, within 10: • Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions. • Demonstrate understanding of addition and subtraction by making connections among representations.
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.1.d — Recognize and name all upper- and lower-case letters of the alphabet.

North Dakota

K.AR.OA.4 — Solve authentic word problems with addition by putting together or adding to within 10.
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.13 — Write uppercase and lowercase letters accurately.
K.F.7 — Isolate and pronounce the initial, medial vowel, and final phonemes in three-phoneme words.
K.R.2 — Respond to a variety of texts, photographs, or illustrations before, during, and after shared reading or other text-listening experiences to compare, contrast, predict, or infer.
K.GM.M.2 — Tell time related to daily life (today, yesterday, tomorrow, morning, afternoon, night).

Ohio

K.OA.2 — Solve addition and subtraction problems (written or oral), and add and subtract within 10 by using objects or drawings to represent the problem.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and phonemes (sounds).
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.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 phonemes (sounds) in three-phoneme (consonant-vowel consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.).
SL.K.2 — Confirm understanding of a text read aloud or information presented in various media and other formats (e.g., orally) by asking and answering questions about key details and requesting clarification if something is not understood.
L.K.1.a — Print many upper- and lowercase letters.

Oklahoma

K.N.2 — Develop conceptual understanding with addition and subtraction (up to 10) using objects and pictures.
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.PWS.3 — Students will produce some sounds represented by letters.
PK.4.R.3 — Students will begin to acquire new vocabulary and relate new words to prior knowledge.
PK.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.

Oregon

K.OA.A.2 — Add and subtract within 10. Model authentic contexts and solve problems that use addition and subtraction within 10.
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.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.1d — Recognize and name all upper- and lowercase letters of the alphabet.
K.RF.2 — Demonstrate understanding of spoken words, syllables, and phonemes.
K.L.1a — Print all upper- and lowercase letters.

Pennsylvania

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.
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.2.2.K.A.1 — Extend the concepts of putting together and taking apart to add and subtract within 10.
CC.1.2.PK.C — With prompting and support, make connections between information in a text and personal experiences.
CC.2.1.PreK.A.2 — Count to tell the number of objects.
CC.2.2.PreK.A.1 — Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Rhode Island

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.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.
L.K.2.a — Print upper- and lowercase letters.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.

South Carolina

ELA.K.F.1.2 — Recognize alliterative spoken words.
ELA.K.F.3.3 — Produce one-to-one letter-sound correspondences for each consonant with automaticity.
K.ATO.2 — Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10.
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.C.6.1 — Print all uppercase and lowercase letters, focusing on pencil grasp, letter formation, legibility, and pacing; use appropriate spacing for letters, words, and sentences.

South Dakota

K.OA.A.2.b — Add and subtract within 10, eg., by using objects or drawings to represent the problem.
K.RF.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
K.RF.3.a — Demonstrate one-to-one letter-sound correspondences by producing the primary sound for each consonant.
K.CC.B.5 — Count to answer "how many?"
K.L.1.a — Print all uppercase (capital) and lowercase letters of the alphabet using correct formation.
K.OA.A.2.a — Solve addition and subtraction word problems (within 10), involving result unknown problems, put together/take apart total unknown, and put together/take apart addend unknown, e.g., using objects or drawings to represent the problem. (see appendix for K-2 Common Addition and Subtraction Situations).

Tennessee

K.FL.PA.2.d — 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/.
K.FL.PWR.3.a — Demonstrate knowledge of one-to-one letter sound correspondence by producing the most frequent sound for each consonant.
K.OA.A.2 — Add and subtract within 10 to solve contextual problems with result/total unknown involving situations of add to, take from, and put together/take apart. Use objects, drawings, or equations to represent the problem.
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.WC.4.b — Write a letter/letters for most consonant and short vowel sounds (phonemes).
K.RI.RRTC.10 — With prompting and support, read informational texts of appropriate complexity for Kindergarten.

Texas

K.2A.ii — recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
K.2B.i — identifying and matching the common sounds that letters represent;
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.6A — describe personal connections to a variety of sources;

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.OA.2 — Solve addition and subtraction word problems within 10. Use objects or drawings to represent the problem.
K.R.2.b — Identify the initial, medial, and final sound in 2–3 phoneme words.
K.OA.1 — Represent addition and subtraction with objects, fingers, mental images, simple drawings, or sounds.For example, use clapping, act out situations, and use verbal explanations, expressions, or equations.
K.R.3.a — Demonstrate mastery of all consonant names and sounds using one-to-one letter-sound correspondence (alphabetic principle).
K.W.5 — Legibly write all upper- and lowercase manuscript letters.

Vermont

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.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.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.

Virginia

K.CE.1 — The student will model and solve single-step contextual problems using addition and subtraction with whole numbers within 10. Students will demonstrate the following Knowledge and Skills:
K.FFR.3.B — Identify common letter-sound correspondences.
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.FFW.1.B — Accurately and automatically print capital and lowercase letters of the alphabet independently.
K.RI.1.B — With prompting and support, identify the main topic and key details of a text.

Washington

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.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.
L.K.1.a — Print many upper- and lowercase letters.

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

West Virginia

M.K.9 — Solve addition and subtraction word problems and add and subtract within 10 by using objects or drawings to represent the problem.

Wisconsin

ELA.K.RF.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.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.
M.K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, or numbers. Drawings need not show details but should show the mathematics in the problem.

Wyoming

K.OA.D.2 — Solve word problems using objects and drawings to find sums up to 10 and differences within 10.
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.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.
L.K.1.a — Print many upper- and lowercase letters.
RI.K.10 — Actively engage in group reading activities with purpose and understanding.