Reading Priority Standards


With prompting and support, ask and answer questions about key details in a fiction text.


With prompting and support, identify the main topic and key details of a nonfiction text.


Demonstrate understanding of the organization and basic features of print.

  1. Follow words from left to right, top to bottom, and page by page.
  2. Recognize that spoken words are represented in written language by specific sequences of letters.
  3. Understand that words are separated by spaces in print.
  4. Recognize and name all upper-and lowercase letters of the alphabet


Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

  1. Recognize and produce rhyming words.
  2. Count, pronounce, blend, and segment syllables in spoken words.
  3. Blend and segment onsets and rimes of single-syllable spoken words.
  4. 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/)
  5. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.


Know and apply grade-level phonics and word analysis in decoding words.

  1. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
  2. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
  3. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
  4. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.


Read emergent-reader texts with purpose and understanding.

Writing Priority Standards


Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book.


Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.


Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Math Priority Standards


Know number names and the count sequence.

  1. Count to 100 by ones and by tens. (K.CC.A.1) 
  2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). (K.CC.A.2) 
  3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). (K.CC.A.3)


Count to tell the number of object.

4. Understand the relationship between numbers and quantities; connect counting to cardinality.

a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

c. Understand that each successive number name refers to a quantity that is one larger. (K.CC.B.4) 

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.CC.B.5)


Compare numbers

  1. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (K.CC.C.6)
  2. Compare two numbers between 1 and 10 presented as written numerals. (K.CC.C.7)


Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

  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.1) 
  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.OA.A.2)
  3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). (K.OA.A.3)
  4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. (K.OA.A.4)
  5. Fluently add and subtract within 5. (K.OA.A.5)


Work with numbers 11–19 to gain foundations for place value.

  1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. (K.NBT.A.1)