Kindergarten Prep 25

Ages 4–5 · 20 minutes · Math, English, Science, Stories

The letter Y, calendar, adjectives, patterns, sea creatures and more!

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

- Calendar
- Letter of the day: Y
- Adjectives
- Patterns
- Story: Sea Creatures
- 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.MP7 — Look for and make use of structure.
L.K.5 — With guidance and support from adults, explore word relationships and nuances in word meanings.
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Alabama

ELA21.K.10a — Produce the most frequent sound(s) for each consonant, including _x_ and _q_, which have two phonemes (sounds).
ELA21.K.21a — Use previously-taught vocabulary words, including nouns, verbs, and adjectives, in speaking and writing.
ELA21.K.9f — Identify the initial, final, and medial sounds of spoken words.
ELA21.K.17 — With guidance and support, orally utilize new academic, content-specific, grade-level vocabulary and relate new words to prior knowledge.
ELA21.K.34a — Print upper and lower case letters using proper approach strokes, letter formation, and line placement.

Alaska

K.OA.6 — Recognize, identify and continue simple patterns of color, shape, and size.
L.K.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
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.1.a — Print many upper- and lowercase letters.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Arizona

K.RF.2.a — Identify and produce sounds (phonemes) in a spoken word.
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.L.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their antonyms.
K.RI.1 — With prompting and support, ask and answer questions about key details in a text.
K.WF.1.b — Write upper and lower manuscript letters, with reference to a model.

Arkansas

K.CC.3.P — Use specific details to orally describe people, places, things, and events.
K.FR.21.F — Produce the most common sound for each letter of the alphabet with accuracy and automaticity.
K.RC.4.RF — Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.
K.FR.19.H — Form upper and lowercase letters and numerals correctly, using a common path of movement.
K.RC.2.RF — Answer questions about key details in a text.
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

California

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.
RI.K.1 — With prompting and support, ask and answer questions about key details in a text.
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Colorado

RWC20-GR.K-S.1-GLE.2-EO.e — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
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.
RWC20-GR.K-S.2-GLE.2-EO.a.i — With prompting and support, ask and answer questions about key details in a text.
RWC20-GR.K-S.2-GLE.3 — Develop basic reading skills through the use of foundational skills.

Connecticut

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.
L.K.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Delaware

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 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RI.K.1 — With prompting and support, ask and answer questions about key details in a text.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
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.

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.R.3.1 — Identify and explain descriptive words in text(s).
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.1.4 — Differentiate land and water features on simple maps and globes.

Georgia

ELAGSEKRF3.a — Demonstrate basic knowledge of one to one letter-sound correspondences for each consonant.
K.PAR.6.1 — Create, extend, and describe repeating patterns with numbers and shapes, and explain the rationale for the pattern.
K.PAR.6.2 — Describe patterns involving the passage of time using words and phrases related to actual events.
ELAGSEKSL4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.NR.1.1 — Count up to 20 objects in a variety of structured arrangements and up to 10 objects in a scattered arrangement.

Hawaii

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.5b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
K.L.1a — Print many upper- and lowercase letters.
K.RL.1 — With prompting and support, ask and answer questions about key details in a text.

Idaho

K.FR.PH.3a — Demonstrate knowledge of one-to-one letter-sound correspondences by producing the most frequent sound for each consonant letter.
K.FR.PA.2 — Demonstrate understanding of spoken words, syllables, and sounds.
K.ODC.OC.4 — Describe familiar people, places, things, and events with support.
K.RC.TE.3 — Ask and answer questions about key details in texts heard.
K.VD.WB.2b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their synonyms and antonyms.

Illinois

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.
L.K.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
RI.K.1 — With prompting and support, ask and answer questions about key details in a text.

Indiana

K.CA.4 — Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes.
K.RF.7 — Use letter-sound knowledge to decode the sound of each consonant. (E)
K.LS.2 — Describe and compare the physical features of common living plants and animals.
K.RF.6 — Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words. (E)
K.W.1 — Write most uppercase (capital) and lowercase letters of the alphabet, correctly shaping and spacing the letters of the words.

Iowa

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.
L.K.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
WF.K.1.b — Begin to produce manuscript writing.

Kansas

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.
RI.K.1 — With prompting and support, ask and answer questions about key details in a text.
RL.K.12.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
SL.K.4 — Use details to describe familiar people, places, things, or events with prompting and support.
RI.K.13 — Actively engage in individual or group readings of informational text with purpose and understanding.

Kentucky

L.K.5.c — Demonstrate an understanding of verbs and adjectives and their synonyms.
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.
RI.K.1 — With prompting and support, ask and answer explicit questions about key concepts and details, and make logical inferences to construct meaning from the text.
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.

Louisiana

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.5 — Count to answer "how many?" questions.
L.K.1.a — Print many upper- and lowercase letters.
L.K.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
SL.K.6 — Speak audibly and express thoughts, feelings, and ideas clearly.

Maine

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.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.5.K.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
SL.3.K.a — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
W.3.K.a — Print many upper- and lowercase letters.

Maryland

L.PK.5.c — Identify real-life connections between words and their use (e.g., note objects in the classroom that are small).
applying chronology to daily and weekly schedules.
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.

Massachusetts

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.1.a — Demonstrate the ability to produce and expand complete sentences using frequently occurring nouns, pronouns, adjectives, verbs, question words, and prepositions; name and use in context numbers 0–100 (see kindergarten mathematics standards for Counting and Cardinality).
L.K.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
RI.K.1 — With prompting and support, ask and answer questions about key details in a text.
L.K.6 — Use words and phrases acquired through conversations, activities in the kindergarten curriculum, reading and being read to, and responding to texts.

Michigan

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.
L.K.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
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.2.1.1 — Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ●,●●,●●●.
0.1.1.0.b — Demonstrate understanding of the basic features of print: Recognize and name all uppercase and lowercase letters of the alphabet.
0.1.4.1 — Ask and answer questions about key details in a text, with prompting and support.
0.2.5.2 — Verbally or visually respond to a story, with support and guidance.

Mississippi

L.K.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
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.
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RI.K.1 — With prompting and support, ask and answer questions about key details in a text.

Missouri

K.RF.3.A.a — producing and writing letter(s) for most short vowel and consonant sounds
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.R.3.A.a — identify the topic and details in an expository text heard and/or read, referring to the words and/or illustrations
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.

Montana

L.K.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
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.
RI.K.1 — With prompting and support, ask and answer questions about key details in a text.
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.

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.V.2.d — With prompting and support, identify and explain descriptive words and phrases that suggest feelings or appeal to the senses.

Nevada

L.K.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
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.
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RI.K.1 — With prompting and support, ask and answer questions about key details in a text.

New Hampshire

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.5 — With guidance and support from adults, explore word relationships and nuances in word meanings.
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

New Jersey

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.
L.K.1.a — Print many upper- and lowercase letters.
L.K.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

New Mexico

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.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
L.K.1.a — Print many upper- and lowercase letters.

New York

KRF3a — Demonstrate one-to-one letter-sound correspondence by producing the primary sound or most frequent sound for each consonant.
NY-K.OA.6 — Duplicate, extend, and create simple patterns using concrete objects.
KL5b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
KR1 — Develop and answer questions about a text. (RI&RL)
KRF1d — Recognize and name all upper- and lowercase letters of the alphabet.

North Carolina

L.K.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
RF.K.1.d — Recognize and name all upper- and lower-case letters of the alphabet.
L.K.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the K-1 grammar continuum.
LS.K.1.2 — Use models to exemplify how animals use their body parts to obtain food and other resources, protect themselves, and move from place to place.
SL.K.1 — Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

North Dakota

K.AR.OA.6 — Recognize, duplicate, complete, and extend repeating patterns in a variety of contexts (e.g., shape, color, size, objects, sounds, movements).
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.L.2 — Identify parts of speech in sentences orally, with illustrations, or in writing:
K.L.2c — color and size adjectives
K.R.3.a — Tell about the informational text, photographs, or illustrations before, during, or after a shared reading or other text-listening experience.
K.GM.M.2 — Tell time related to daily life (today, yesterday, tomorrow, morning, afternoon, night).

Ohio

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.LS.2 — Living things have physical traits and behaviors, which influence their survival.
L.K.1.a — Print many upper- and lowercase letters.
L.K.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their antonyms (opposites).
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.

Oklahoma

K.A.1.2 — Recognize, duplicate, complete, and extend repeating, increasing, and decreasing patterns in a variety of contexts (i.e., shape, color, size, objects, sounds, movement).
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.5.R.2 — Students will hear different parts of speech through conversations, read-alouds, and interactive reading: • concrete objects as persons, places, or things (i.e., nouns) • words as actions (i.e., verbs) • color adjectives • spatial and time relationships such as up, down, before, and after
PK.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.

Oregon

K.L.5 — With guidance and support, explore word relationships and nuances in word meanings.
K.RF.1d — Recognize and name all upper- and lowercase letters of the alphabet.
K.SL.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
K.SL.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
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.

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.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.1.2.PK.B — Answer questions about a text.
CC.1.3.PK.G — Describe pictures in books using details.
CC.1.2.PK.J — Use new vocabulary and phrases acquired in conversations and being read to.

Rhode Island

L.K.1.a — Demonstrate the ability to produce and expand complete sentences using frequently occurring nouns, pronouns, adjectives, verbs, question words, and prepositions; name and use in context numbers 0–100 (see kindergarten mathematics standards for Counting and Cardinality).
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.a — Print upper- and lowercase letters.
L.K.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

South Carolina

ELA.K.AOR.8.1 — Determine the effectiveness of an author’s use of words and phrases in literary, informational, and multimedia texts: a. sort words and phrases into categories (e.g., apple, fruit and carrot, vegetable) to develop an understanding of word relationships; b. deepen understanding of words by relating words to their opposites; and c. identify and explain descriptive words and phrases that suggest feelings or appeal to the senses.
K.ATO.6 — Describe simple repeating patterns using AB, AAB, ABB, and ABC type patterns.
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.
ELA.K.F.3.2 — Compare and contrast letters based on similarities and differences, including name, shape, sound, and approach strokes for writing.
ELA.K.AOR.1.2 — Identify forms of figurative language to include alliteration and onomatopoeia, as well as descriptive words and rhyme in text.

South Dakota

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.L.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
K.RF.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
K.SL.4 — Describe familiar people, places, things, and events. With prompting and support, provide additional detail.

Tennessee

K.CC.A.4 — Recognize, describe, extend, and create patterns and explain a simple rule for a pattern using concrete materials. Analyze the structure of the repeating pattern by identifying the unit (core) of the pattern.
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.VA.7.b.ii — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites.
K.RI.KID.1 — With prompting and support, ask and answer questions about key details in a text.
K.SL.PKI.4 — Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail.

Texas

K.3C — identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.
K.5A — identify and use patterns to describe phenomena or design solutions;
K.10B — identify basic parts of plants and animals;
K.5F — describe the relationship between the structure and function of objects, organisms, and systems; and

Utah

K.R.3.a — Demonstrate mastery of all consonant names and sounds using one-to-one letter-sound correspondence (alphabetic principle).
K.R.2.b — Identify the initial, medial, and final sound in 2–3 phoneme words.
K.R.5 — With prompting and support, ask and answer questions about key details in a text. (RL & RI)
K.SL.1 — Participate in a range of conversations with peers and adults, using age-appropriate vocabulary on topics and texts.
K.W.5 — Legibly write all upper- and lowercase manuscript letters.

Vermont

L.K.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
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.
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
L.K.1.a — Print many upper- and lowercase letters.

Virginia

K.FFR.3.B — Identify common letter-sound correspondences.
K.LU.1.D — Use adjectives to describe specific objects (quantity, size, age, shape, color, or location).
K.PFA.1 — The student will identify, describe, extend, and create simple repeating patterns using various representations. Students will demonstrate the following Knowledge and Skills:
K.RI.1.A — With prompting and support, ask and answer literal (who, what, when, where) or inferential (why, how) questions about what is read.
K.RV.1.E — Increase and develop breadth of vocabulary knowledge by listening to high quality, complex text.

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.
L.K.5 — With guidance and support from adults, explore word relationships and nuances in word meanings.
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.

Washington, D.C.

L.K.5.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
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.
RI.K.1 — With prompting and support, ask and answer questions about key details in a text.

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.13 — Recognize and create recognizable patterns using colors, shapes, sizes, and sounds with support and guidance.
ELA.K.19 — Actively engage in group reading activities of informational texts with purpose and understanding.
ELA.K.40.b — Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
ELA.K.III — Print upper- and lowercase letters.

Wisconsin

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.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
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.
ELA.K.SL.4 — With guidance and support, describe familiar people, places, things, and events.
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.

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.
L.K.5 — With guidance and support from adults, explore word relationships and nuances in word meanings.
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.
K.MP7 — Look for and make use of structure.
RI.K.1 — With prompting and support, ask and answer questions about key details in a text.