Ccss KG Math

Mathematics Kindergarten Introduction
In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing
whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in
Kindergarten should be devoted to number than to other topics.
1. Students use numbers, including written numerals, to represent quantities and to solve quantitative
problems, such as counting objects in a set; counting out a given number of objects; comparing sets or
numerals; and modeling simple joining and separating situations with sets of objects, or eventually with
equations such as 5 + 2 = 7 and 7 2 = 5. (Kindergarten students should see addition and subtraction
equations, and student writing of equations in kindergarten is encouraged, but it is not required.) Students
choose, combine, and apply effective strategies for answering quantitative questions, including quickly
recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting
the number of objects in combined sets, or counting the number of objects that remain in a set after some
are taken away.
2. Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations)
and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares,
triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and
orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. They
use basic shapes and spatial reasoning to model objects in their environment and to construct more
complex shapes.
Grade K Overview
Counting and Cardinality

o Know number names and the count sequence.
o Count to tell the number of objects.
o Compare numbers.
Operations and Algebraic Thinking

o Understand addition as putting together and adding to, and understand subtraction as taking apart and
taking from.
Number and Operations in Base Ten

o Work with numbers 11-19 to gain foundations for place value.
Measurement and Data

o Describe and compare measurable attributes.
o Classify objects and count the number of objects in each category
Geometry
o Identify and describe shapes.
o Analyze, compare, create, and compose shapes.
Mathematical Practices
1. 1. Make sense of problems and persevere in solving them.
2. 2. Reason abstractly and quantitatively.
3. 3. Construct viable arguments and critique the reasoning of others.
4. 4. Model with mathematics.
5. 5. Use appropriate tools strategically.
6. 6. Attend to precision.
7. 7. Look for and make use of structure.
8. 8. Look for and express regularity in repeated reasoning.
Mathematics Kindergarten Counting & Cardinality
Standards in this domain:
CCSS.Math.Content.K.CC.A.1
CCSS.Math.Content.K.CC.B.4
CCSS.Math.Content.K.CC.B.5
CCSS.Math.Content.K.CC.C.6
CCSS.Math.Content.K.CC.C.7
Know number names and the count sequence.
CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens.

CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known sequence
(instead of having to begin at 1).
CCSS.Math.Content.K.CC.A.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).
Count to tell the number of objects.
CCSS.Math.Content.K.CC.B.4 Understand the relationship between numbers and quantities; connect

counting to cardinality.
o CCSS.Math.Content.K.CC.B.4a When counting objects, say the number names in the standard order,
pairing each object with one and only one number name and each number name with one and only one
object.
o CCSS.Math.Content.K.CC.B.4b 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.
o CCSS.Math.Content.K.CC.B.4c Understand that each successive number name refers to a quantity that
is one larger.
CCSS.Math.Content.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 120, count out that many objects.
Compare numbers.
CCSS.Math.Content.K.CC.C.6 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.1
CCSS.Math.Content.K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.
Mathematics Kindergarten Operations & Algebraic
Thinking
CCSS.Math.Content.K.OA.A.1
Understand addition, and understand subtraction.
CCSS.Math.Content.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images,
drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
CCSS.Math.Content.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.
CCSS.Math.Content.K.OA.A.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).
CCSS.Math.Content.K.OA.A.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.
CCSS.Math.Content.K.OA.A.5 Fluently add and subtract within 5.
1Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings
are mentioned in the Standards.)
Mathematics Kindergarten Number & Operations in
Base Ten
CCSS.Math.Content.K.NBT.A.1
Work with numbers 11-19 to gain foundations for place value.
CCSS.Math.Content.K.NBT.A.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 (such as 18 = 10 + 8); understand that these numbers are composed of ten ones
and one, two, three, four, five, six, seven, eight, or nine ones.
Mathematics Kindergarten Measurement & Data
CCSS.Math.Content.K.MD.A.1
CCSS.Math.Content.K.MD.A.2
CCSS.Math.Content.K.MD.B.3
Describe and compare measurable attributes.
CCSS.Math.Content.K.MD.A.1 Describe measurable attributes of objects, such as length or weight.

Describe several measurable attributes of a single object.
CCSS.Math.Content.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.
Classify objects and count the number of objects in each category.
CCSS.Math.Content.K.MD.B.3 Classify objects into given categories; count the numbers of objects in
each category and sort the categories by count.1
1 Limit category counts to be less than or equal to 10.

Mathematics Kindergarten Geometry
CCSS.Math.Content.K.G.A.1
CCSS.Math.Content.K.G.B.4
Identify and describe shapes.
CCSS.Math.Content.K.G.A.1 Describe objects in the environment using names of shapes, and describe
the relative positions of these objects using terms such as above, below, beside, in front of, behind, and
next to.
CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size.
CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-
dimensional (solid).
Analyze, compare, create, and compose shapes.
CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes
and orientations, using informal language to describe their similarities, differences, parts (e.g., number of
sides and vertices/corners) and other attributes (e.g., having sides of equal length).
CCSS.Math.Content.K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks
and clay balls) and drawing shapes.
CCSS.Math.Content.K.G.B.6 Compose simple shapes to form larger shapes. For example, Can you join
these two triangles with full sides touching to make a rectangle?
English Language Arts Standards Reading: Literature
Introduction for K-5
The following standards offer a focus for instruction each year and help ensure that students gain
adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that
students read increasingly complex texts through the grades. Students advancing through the grades are
expected to meet each years grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades.
English Language Arts Standards Reading: Literature Kindergarten
Standards in this strand:
CCSS.ELA-Literacy.RL.K.1
Key Ideas and Details
CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a
text.
CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details.
CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in
a story.
Craft and Structure
CCSS.ELA-Literacy.RL.K.4 Ask and answer questions about unknown words in a text.

CCSS.ELA-Literacy.RL.K.5 Recognize common types of texts (e.g., storybooks, poems).
CCSS.ELA-Literacy.RL.K.6 With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.K.7 With prompting and support, describe the relationship between illustrations
and the story in which they appear (e.g., what moment in a story an illustration depicts).
(RL.K.8 not applicable to literature)
CCSS.ELA-Literacy.RL.K.9 With prompting and support, compare and contrast the adventures and
experiences of characters in familiar stories.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding.
English Language Arts Standards Reading: Informational
Text Kindergarten
CCSS.ELA-Literacy.RI.K.1
Key Ideas and Details
CCSS.ELA-Literacy.RI.K.1 With prompting and support, ask and answer questions about key details in a
text.
CCSS.ELA-Literacy.RI.K.2 With prompting and support, identify the main topic and retell key details of a
text.
CCSS.ELA-Literacy.RI.K.3 With prompting and support, describe the connection between two individuals,
events, ideas, or pieces of information in a text.
Craft and Structure
CCSS.ELA-Literacy.RI.K.4 With prompting and support, ask and answer questions about unknown words
in a text.
CCSS.ELA-Literacy.RI.K.5 Identify the front cover, back cover, and title page of a book.
CCSS.ELA-Literacy.RI.K.6 Name the author and illustrator of a text and define the role of each in
presenting the ideas or information in a text.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.K.7 With prompting and support, describe the relationship between illustrations
and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration
depicts).
CCSS.ELA-Literacy.RI.K.8 With prompting and support, identify the reasons an author gives to support
points in a text.
CCSS.ELA-Literacy.RI.K.9 With prompting and support, identify basic similarities in and differences
between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.K.10 Actively engage in group reading activities with purpose and understanding.
English Language Arts Standards Reading: Foundational
Skills Introduction
These standards are directed toward fostering students understanding and working knowledge of
concepts of print, the alphabetic principle, and other basic conventions of the English writing system.
These foundational skills are not an end in and of themselves; rather, they are necessary and important
components of an effective, comprehensive reading program designed to develop proficient readers with
the capacity to comprehend texts across a range of types and disciplines. Instruction should be
differentiated: good readers will need much less practice with these concepts than struggling readers will.
The point is to teach students what they need to learn and not what they already knowto discern when
particular children or activities warrant more or less attention.
English Language Arts Standards Reading: Foundational

Skills Kindergarten
CCSS.ELA-Literacy.RF.K.1
Print Concepts
CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print.

o CCSS.ELA-Literacy.RF.K.1a Follow words from left to right, top to bottom, and page by page.
o CCSS.ELA-Literacy.RF.K.1b Recognize that spoken words are represented in written language by
specific sequences of letters.
o CCSS.ELA-Literacy.RF.K.1c Understand that words are separated by spaces in print.
o CCSS.ELA-Literacy.RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet.
Phonological Awareness
CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds

(phonemes).
o CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words.
o CCSS.ELA-Literacy.RF.K.2b Count, pronounce, blend, and segment syllables in spoken words.
o CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words.
o CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include
CVCs ending with /l/, /r/, or /x/.)
o CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable
words to make new words.
Phonics and Word Recognition
CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
o CCSS.ELA-Literacy.RF.K.3a 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.
o CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings
(graphemes) for the five major vowels.
o CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my,
is, are, do, does).
o CCSS.ELA-Literacy.RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the
letters that differ.
Fluency
CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding.
1Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word
with three phonemes regardless of the number of letters in the spelling of the word.
English Language Arts Standards Writing Introduction
The following standards for K5 offer a focus for instruction each year to help ensure that students gain
adequate mastery of a range of skills and applications. Each year in their writing, students should
demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the
development and organization of ideas, and they should address increasingly demanding content and
sources. Students advancing through the grades are expected to meet each years grade-specific
standards and retain or further develop skills and understandings mastered in preceding grades. The
expected growth in student writing ability is reflected both in the standards themselves and in the
collection of annotated student writing samples in Appendix C.
English Language Arts Standards Writing Kindergarten

CCSS.ELA-Literacy.W.K.1
Text Types and Purposes
CCSS.ELA-Literacy.W.K.1 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 (e.g., My favorite book is...).
CCSS.ELA-Literacy.W.K.2 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.
CCSS.ELA-Literacy.W.K.3 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.
Production and Distribution of Writing
(W.K.4 begins in grade 3)

CCSS.ELA-Literacy.W.K.5 With guidance and support from adults, respond to questions and suggestions
from peers and add details to strengthen writing as needed.
CCSS.ELA-Literacy.W.K.6 With guidance and support from adults, explore a variety of digital tools to
produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.K.7 Participate in shared research and writing projects (e.g., explore a number of
books by a favorite author and express opinions about them).
CCSS.ELA-Literacy.W.K.8 With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Range of Writing

English Language Arts Standards Speaking & Listening
Introduction
The following standards for K5 offer a focus for instruction each year to help ensure that students gain
adequate mastery of a range of skills and applications. Students advancing through the grades are
understandings mastered in preceding grades.
English Language Arts Standards Speaking & Listening

Kindergarten
CCSS.ELA-Literacy.SL.K.1
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners about

kindergarten topics and texts with peers and adults in small and larger groups.
o CCSS.ELA-Literacy.SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to
others and taking turns speaking about the topics and texts under discussion).
o CCSS.ELA-Literacy.SL.K.1b Continue a conversation through multiple exchanges.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.SL.K.3 Ask and answer questions in order to seek help, get information, or
clarify something that is not understood.
Presentation of Knowledge and Ideas
CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and, with
prompting and support, provide additional detail.
CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to
provide additional detail.
CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
English Language Arts Standards Language Introduction
for K-5
The following standards for grades K5 offer a focus for instruction each year to help ensure that students
gain adequate mastery of a range of skills and applications. Students advancing through the grades are
understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are
particularly likely to require continued attention in higher grades as they are applied to increasingly
sophisticated writing and speaking are marked with an asterisk (*).
English Language Arts Standards Language

Kindergarten
CCSS.ELA-Literacy.L.K.1
Conventions of Standard English
CCSS.ELA-Literacy.L.K.1 Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.
o CCSS.ELA-Literacy.L.K.1a Print many upper- and lowercase letters.
o CCSS.ELA-Literacy.L.K.1b Use frequently occurring nouns and verbs.
o CCSS.ELA-Literacy.L.K.1c Form regular plural nouns orally by adding /s/ or /es/ (e.g.,
dog, dogs; wish, wishes).
o CCSS.ELA-Literacy.L.K.1d Understand and use question words (interrogatives) (e.g.,
who, what, where, when, why, how).
o CCSS.ELA-Literacy.L.K.1e Use the most frequently occurring prepositions (e.g., to, from,
in, out, on, off, for, of, by, with).
o CCSS.ELA-Literacy.L.K.1f Produce and expand complete sentences in shared language
activities.
CCSS.ELA-Literacy.L.K.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
o CCSS.ELA-Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun I
o CCSS.ELA-Literacy.L.K.2b Recognize and name end punctuation.
o CCSS.ELA-Literacy.L.K.2c Write a letter or letters for most consonant and short-vowel
sounds (phonemes).
o CCSS.ELA-Literacy.L.K.2d Spell simple words phonetically, drawing on knowledge of
sound-letter relationships.
Knowledge of Language
(L.K.3 begins in grade 2)
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on kindergarten reading and content.
o CCSS.ELA-Literacy.L.K.4a Identify new meanings for familiar words and apply them
accurately (e.g., knowing duck is a bird and learning the verb to duck).
o CCSS.ELA-Literacy.L.K.4b Use the most frequently occurring inflections and affixes (e.g.,
-ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
CCSS.ELA-Literacy.L.K.5 With guidance and support from adults, explore word relationships and
nuances in word meanings.
o CCSS.ELA-Literacy.L.K.5a Sort common objects into categories (e.g., shapes, foods) to
gain a sense of the concepts the categories represent.
o CCSS.ELA-Literacy.L.K.5b Demonstrate understanding of frequently occurring verbs and
adjectives by relating them to their opposites (antonyms).
o CCSS.ELA-Literacy.L.K.5c Identify real-life connections between words and their use
(e.g., note places at school that are colorful).
o CCSS.ELA-Literacy.L.K.5d Distinguish shades of meaning among verbs describing the
same general action (e.g., walk, march, strut, prance) by acting out the meanings.
CCSS.ELA-Literacy.L.K.6 Use words and phrases acquired through conversations, reading and
being read to, and responding to texts.
English Language Arts Standards Standard 10: Range,
Quality, & Complexity Range of Text Types for K-5
Students in K5 apply the Reading standards to the following range of text types, with texts selected from
a broad range of cultures and periods.
Literature Informational Text

Stories Dramas Poetry Literary Nonfiction and Historical,
Scientific, and Technical Texts
Includes childrens Includes Includes nursery Includes biographies and
adventure stories, staged rhymes and the autobiographies; books about history,
folktales, legends, dialogue and subgenres of the social studies, science, and the arts;
fables, fantasy, brief familiar narrative poem, technical texts, including directions, forms,
realistic fiction, and scenes limerick, and free and information displayed in graphs,
myth verse poem charts, or maps; and digital sources on a
range of topics
Quality, & Complexity Texts Illustrating the Complexity,
Quality, & Range of Student Reading K5
Literature: Stories, Drama, Poetry Informational Texts: Literary Nonfiction and
Historical, Scientific, and Technical Texts
K1 Over in the Meadow by John My Five Senses by Aliki (1962)**

Langstaff (traditional) (c1800)*
Truck by Donald Crews (1980)
A Boy, a Dog, and a Frog by
Mercer Mayer (1967) I Read Signs by Tana Hoban (1987)
A Story, A Story by Gail E. Haley What Do You Do With a Tail Like This? by
(1970)* Steve Jenkins and Robin Page (2003)*
Pancakes for Breakfast by Tomie Amazing Whales! by Sarah L. Thomson

DePaola (1978) (2005)*
Kittens First Full Moon by Kevin

Henkes (2004)*
11 Mix a Pancake by Christina G. A Tree Is a Plant by Clyde Robert Bulla,

Rossetti (1893)** illustrated by Stacey Schuett (1960)**
Mr. Poppers Penguins by Richard Starfish by Edith Thacher Hurd (1962)
Atwater (1938)*
Follow the Water from Brook to Ocean by
Little Bear by Else Holmelund Arthur Dorros (1991)**
Minarik, illustrated by Maurice
Sendak (1957)** From Seed to Pumpkin by Wendy Pfeffer,
illustrated by James Graham Hale (2004)*
Frog and Toad Together by Arnold
Lobel (1971)** How People Learned to Fly by Fran
Hodgkins and True Kelley (2007)*
Hi! Fly Guy by Tedd Arnold (2006)
2- Who Has Seen the Wind? by A Medieval Feast by Aliki (1983)

3 Christina G. Rossetti (1893)
From Seed to Plant by Gail Gibbons (1991)
Charlottes Web by E. B. White
(1952)* The Story of Ruby Bridges by Robert Coles
(1995)*
Sarah, Plain and Tall by Patricia
MacLachlan (1985) A Drop of Water: A Book of Science and
Wonder by Walter Wick (1997)
Tops and Bottoms by Janet
Stevens (1995) Moonshot: The Flight of Apollo 11 by Brian
Floca (2009)
Poppleton in Winter by Cynthia
Rylant, illustrated by Mark Teague
(2001)
4- Alices Adventures in Wonderland Discovering Mars: The Amazing Story of the
5 by Lewis Carroll (1865) Red Planet by Melvin Berger (1992)
Casey at the Bat by Ernest Hurricanes: Earths Mightiest Storms by
Lawrence Thayer (1888) Patricia Lauber (1996)
The Black Stallion by Walter Farley A History of US by Joy Hakim (2005)
(1941)
Horses by Seymour Simon (2006)
Zlateh the Goat by Isaac
Bashevis Singer (1984) Quest for the Tree Kangaroo: An Expedition
to the Cloud Forest of New Guinea by Sy
Where the Mountain Meets the Montgomery (2006)
Moon by Grace Lin (2009)
Note:
Given space limitations, the illustrative texts listed above are meant only to show individual titles that are
representative of a wide range of topics and genres. (See Appendix B for excerpts of these and other
texts illustrative of K5 text complexity, quality, and range.) At a curricular or instructional level, within and
across grade levels, texts need to be selected around topics or themes that generate knowledge and
allow students to study those topics or themes in depth. On the next page is an example of progressions
of texts building knowledge across grade levels.
Quality, & Complexity Staying on Topic Within a Grade
& Across Grades
Building knowledge systematically in English language arts is like giving children various pieces of a
puzzle in each grade that, over time, will form one big picture. At a curricular or instructional level, texts
within and across grade levelsneed to be selected around topics or themes that systematically develop
the knowledge base of students. Within a grade level, there should be an adequate number of titles on a
single topic that would allow children to study that topic for a sustained period. The knowledge children
have learned about particular topics in early grade levels should then be expanded and developed in
subsequent grade levels to ensure an increasingly deeper understanding of these topics. Children in the
upper elementary grades will generally be expected to read these texts independently and reflect on them
in writing. However, children in the early grades (particularly K2) should participate in rich, structured
conversations with an adult in response to the written texts that are read aloud, orally comparing and
contrasting as well as analyzing and synthesizing, in the manner called for by the Standards.
Preparation for reading complex informational texts should begin at the very earliest elementary school
grades. What follows is one example that uses domain-specific nonfiction titles across grade levels to
illustrate how curriculum designers and classroom teachers can infuse the English language arts block
with rich, age-appropriate content knowledge and vocabulary in history/social studies, science, and the
arts. Having students listen to informational read-alouds in the early grades helps lay the necessary
foundation for students reading and understanding of increasingly complex texts on their own in
subsequent grades.
Exemplar Texts on a Topic Across K

Grades
The Human Body The five senses and associated body parts
Students can begin learning about the My Five Senses by Aliki (1989)
human body starting in kindergarten
and then review and extend their Hearing by Maria Rius (1985)
learning during each subsequent Sight by Maria Rius (1985)
grade.
Smell by Maria Rius (1985)
Taste by Maria Rius (1985)
Touch by Maria Rius (1985)
Taking care of your body: Overview (hygiene, diet, exercise, rest)
My Amazing Body: A First Look at Health & Fitness by Pat Thomas

(2001)
Get Up and Go! by Nancy Carlson (2008)
Go Wash Up by Doering Tourville (2008)
Sleep by Paul Showers (1997)
Fuel the Body by Doering Tourville (2008)

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Mathematics Kindergarten Introduction

Counting and Cardinality

Operations and Algebraic Thinking

Number and Operations in Base Ten

Measurement and Data

Know number names and the count sequence.

CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens.

Count to tell the number of objects.

CCSS.Math.Content.K.CC.B.4 Understand the relationship between numbers and quantities; connect

Understand addition, and understand subtraction.

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

Describe and compare measurable attributes.

CCSS.Math.Content.K.MD.A.1 Describe measurable attributes of objects, such as length or weight.

Classify objects and count the number of objects in each category.

1 Limit category counts to be less than or equal to 10.

Identify and describe shapes.

Analyze, compare, create, and compose shapes.

Key Ideas and Details

Craft and Structure

CCSS.ELA-Literacy.RL.K.4 Ask and answer questions about unknown words in a text.

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

English Language Arts Standards Reading: Foundational

CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print.

CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds

Phonics and Word Recognition

CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding.

English Language Arts Standards Writing Kindergarten

Text Types and Purposes

CCSS.ELA-Literacy.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion

Production and Distribution of Writing

(W.K.4 begins in grade 3)

(W.K.10 begins in grade 3)

English Language Arts Standards Speaking & Listening

Comprehension and Collaboration

CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners about

Presentation of Knowledge and Ideas

English Language Arts Standards Language

Conventions of Standard English

CCSS.ELA-Literacy.L.K.1 Demonstrate command of the conventions of standard English

(L.K.3 begins in grade 2)

Vocabulary Acquisition and Use

CCSS.ELA-Literacy.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning

Literature Informational Text

K1 Over in the Meadow by John My Five Senses by Aliki (1962)**

Pancakes for Breakfast by Tomie Amazing Whales! by Sarah L. Thomson

Kittens First Full Moon by Kevin

11 Mix a Pancake by Christina G. A Tree Is a Plant by Clyde Robert Bulla,

2- Who Has Seen the Wind? by A Medieval Feast by Aliki (1983)

Exemplar Texts on a Topic Across K

Taking care of your body: Overview (hygiene, diet, exercise, rest)

My Amazing Body: A First Look at Health & Fitness by Pat Thomas

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