Kindergarten

Phonemic Awareness

Beginning	Emerging	Developing	Demonstrating	Exceeding
Identifies rhymes Counts and pronounces syllables in spoken words	Produces rhymes Segments onsets and rimes of single-syllable words Isolates and pronounces the final sounds in spoken words	Blends and segments syllables in spoken words Blends onsets and rimes of single-syllable spoken words	Blends and pronounces the initial, medial vowel, and final sounds in three phoneme words	Adds or substitutes individual sounds in simple, one-syllable words to make new words

 

Phonics

Beginning	Emerging	Developing	Demonstrating	Exceeding
Recognizes and names uppercase and lowercase letters of the alphabet	Produces one-to-one letter-sound correspondence for consonants Produces short vowel sounds	Produces long vowel sounds	Isolates and pronounces the initial, medial, and final sounds in printed CVC words	Decodes final -e and common vowel teams within texts

 

High Frequency Words

Beginning	Emerging	Developing	Demonstrating	Exceeding
Identifies and names 1-20 high-frequency words	Identifies and names 21-39 high-frequency words	Identifies and names 40-70 high-frequency words	Identifies and names 70-77 high-frequency words	Identifies and names 85+ high-frequency words

 

Comprehension

Beginning	Emerging	Developing	Demonstrating	Exceeding
Describes familiar people, places, things, and events in conversation Orally identifies or talks about characters, settings, and events from stories read aloud	Orally retells key details and major events from stories read aloud	Answers questions, identifies characters, setting, main topic, and retells the story Identifies the role of the author and illustrator Answers questions about unknown words	Describes the connection between information in a text Identifies the author’s purpose Describes similarities and  differences between two texts on the same topic Compares a character’s experience from the beginning of a text to the end	Infers a central message or lesson Determines the meaning of words and phrases

 

Conventions of Writing

Beginning	Emerging	Developing	Demonstrating	Exceeding
Describes the difference between print and illustrations Identifies that letters form words	Distinguish-es between a letter, a word, and a sentence	Applies varied spacing between words Experiments with capitalizing the first letter of sentences May place a period at the end of the line	Applies consistent spacing between words Capitalizes the first letter of a sentence and the pronoun "I" Uses grade-appropriate grammar	Uses consistent spacing and punctuation May capitalize proper nouns

 

Spelling

Beginning	Emerging	Developing	Demonstrating	Exceeding
Uses strings of letters	Uses salient sounds in a word, such as the initial sound, to label an illustration	Use phonetic spelling with initial and final sound accuracy Segments onsets of single-syllable words when communicating what is written	Uses spelling with initial, medial, and final sound accuracy Blends and segments onsets and rimes when communicating Distinguishes between similarly spelled words by identifying the sounds of the letters that differ Uses invented spelling for more complex words	Uses phonetic spelling Spells final -e, digraphs, blends Segments syllables when spelling phonetically

 

Communication of Ideas

Beginning	Emerging	Developing	Demonstrating	Exceeding
Writes labels for illustrations using a string of letters Uses several marks to communicate ideas Writes own name	Writes labels for illustrations using salient letters Dictates a sentence	Writes a coherent statement that accurately conveys the desired congruent message	Writes on a single topic and shows a sequence between ideas	Produces a piece of writing on a single topic that includes an introduction and key details, may also have a sense of closure

 

 

Counting & Cardinality

Beginning	Emerging	Developing	Demonstrating	Exceeding
Counts 10 objects using one-to-one correspondence	Counts 1-10 objects presented in a line and explains that the last number counted represents the total quantity counted (cardinality)	Counts 11-20 objects presented in a line and explains that the last number counted represents the total quantity counted (cardinality) Instantly sees how many objects are in a group of up to 5 objects without counting (subitizing) Given a number from 1-10, identifies the number that is one more or one less	Counts 20 objects presented in a variety of structured arrangements and explains that the last number counted represents the total quantity counted (cardinality) Counts up to 10 objects in a scattered arrangement and explains that the last number counted represents the total quantity counted (cardinality) Instantly sees how many objects are in a group of 6-10 objects without counting (subitizing) Given a number from 11-20, identifies the number that is one more or one less	Counts 30 or more objects, presented in a variety of structured arrangements Given a two-digit number, mentally finds 10 more or 10 less than the number, without having to count

 

Count Sequences

Beginning	Emerging	Developing	Demonstrating	Exceeding
Counts forward to 20	Counts forward to 30 by ones Counts forward to 30 by ones from a given number within 0-30 Counts forward to 30 by tens Counts backward from 5 by ones	Counts forward to 50 by ones Counts forward to 50 by ones from a given number within 0-50 Counts forward to 50 by tens Counts backward from 10 by ones	Counts forward to 100 by ones Counts forward to 100 by ones from a given number within 0-100 Counts forward to 100 by tens Counts backward from 20 by ones Counts backward by ones from a given number within 0-20	Counts forward to 120 by ones from a given number within 0-120 Counts forward to 120 by tens from a given number within 0-120 Counts backward from 40 by ones

 

Comparison & Classification of Objects

Beginning	Emerging	Developing	Demonstrating	Exceeding
Sorts and classifies objects using one or more attributes or relationships	Directly compares measurable attributes (i.e., length, height, width, or weight) of two objects and describes the difference (e.g., heavier, lighter, longer, shorter) Identifies a penny, a nickel, and a dime	Orders three to five common objects using measurable attributes (i.e., length, height, width, or weight) Classifies and sorts up to ten objects by a measurable attribute (i.e., length, height, width, or weight) Classifies and sorts up to ten objects by a measurable attribute (i.e., length, height, width, or weight). Names a penny, a nickel, and a dime	Counts the number of objects in a category and sorts the categories by count. Gives the value of a penny, a nickel, and a dime.	Estimates, measures, and records lengths of objects using non-standard units; compares and orders up to three objects using the recorded measurements Compares the value of a penny, a nickel, and a dime

 

Shapes & Positional Language

Beginning	Emerging	Developing	Demonstrating	Exceeding
Identifies (points to)  2-dimensional shapes: square, triangle, circle, and rectangle	Identifies and names 2- dimensional shapes: square, triangle, circle, rectangle, hexagon, and octagon Identifies objects in a given relative location using positional words (e.g., above, below, beside, in front of, behind, next to)	Describes 2-dimensional shapes using their attributes. Identifies and names 3-dimensional shapes: sphere, cylinder, cube, and cone Classifies, sorts, or identifies shapes as 2- or 3- dimensional Describes the relative location of an object using positional words (e.g., above, below, beside, in front of, behind, next to)	Describes 3-dimensional shapes using their attributes Explains similarities and differences among 2- and 3-dimensional shapes using attributes when classifying, sorting, or identifying Uses basic shapes to represent specific shapes found in the environment by creating models and drawings Uses two or more basic shapes to form larger shapes	Builds or draws 2- and 3-dimensional shapes from given defining attributes

 

Written Numerals & Comparison of Quantities

Beginning	Emerging	Developing	Demonstrating	Exceeding
Identifies/matches equal sets of objects using one-to-one correspondence	Given two sets of objects, identifies whether the number of objects in one group is greater than, less than, or the same as the number of objects in another group (0-10 objects per set) Given a set of up to 10 objects, matches a written numeral to represent the number of objects	Given two sets of objects, uses counting or matching strategies to explain and/or show whether the number of objects in one group is greater than, less than, or the same as the number of objects in another group (0-10 objects per set) Given a set of 11-20 objects, matches a written numeral to represent the number of objects Writes numerals 1-10 to represent a quantity	Compares the number of objects in two groups in authentic situations and identifies whether the number of objects in one group is greater than, less than, or the same as the number of objects in another group (0-10 objects per group) Writes numerals 11-20 to represent a quantity	Compares the number of objects in two groups in authentic situations and identifies whether the number of objects in one group is greater than, less than, or the same as the number of objects in another group (11-20 objects per group) Given a set of 21-30 objects, matches a written numeral to represent the number of objects Writes numerals 21-30 to represent a quantity

 

Patterns & Passage of Time

Beginning	Emerging	Developing	Demonstrating	Exceeding
Reproduces simple patterns using objects Describes the passage of time with actual events using terms related to past, present, and future, although may confuse terms (e.g., “yesterday when I was a baby”)	Extends repeating patterns with two or three terms Associates and describes the passage of time with words and phrases related to actual events (e.g., morning, afternoon).	Extends repeating patterns with four terms Associates and describes the passage of time with words and phrases related to actual events (e.g., now, earlier, later, before, and after)	Creates repeating patterns with four iterations (repetitions) and explains the rationale for the pattern Associates and describes the passage of time with words and phrases related to actual events (e.g., now, earlier, later, before, and after)	Makes predictions based on a repeating pattern involving a repeated operation Associates and describes the passage of time with words and phrases related to actual events (e.g., day of the week, week, month, and year)

 

Addition & Subtraction

Beginning	Emerging	Developing	Demonstrating	Exceeding
Composes and decomposes numbers up to 5 using objects and drawings	Uses objects or drawings to represent addition and subtraction within 5 from a given authentic situation	Composes and decomposes numbers up to 10 using objects and drawings Uses objects or drawings to represent and solve addition and subtraction within 5 from a given authentic situation	Describes numbers from 11 to 19 using the number of ten ones and some more ones Solves addition and subtraction problems within 10 using a variety of strategies Fluently adds and subtracts within 5 using a variety of strategies to solve practical, mathematical problems	Explains that the two digits of a two-digit number represent the amounts of tens and ones Solves addition and subtraction problems within 20 using a variety of strategies Fluently adds and subtracts within 10 using a variety of strategies to solve practical, mathematical problems

 

 

Physical Science (Q1)

• Ask questions - to compare and sort objects made of different materials (common materials include clay, cloth, plastic, wood, paper, and metal)
• Use senses and science tools - to classify common objects, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, and texture)
• Plan and carry out an investigation - to predict and observe whether objects, based on their physical attributes, will sink or float; and to determine the relationship between an object’s physical attributes and its resulting motion (straight, circular, back and forth, fast and slow, and motionless) when a force is applied (Examples could include toss, drop, push, and pull)
• Construct an argument - as to the best way to move an object based on its physical attributes

Earth Science (Q2 & Q3)

• Ask questions - to classify objects according to those seen in the day sky, the night sky, and both (Q2)
• Develop a model - to communicate the changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day using pictures and words (Q2)
• Ask questions - to identify and describe earth materials—soil, rocks, water, and air. (Q3)
• Construct an argument - supported by evidence for how rocks can be grouped by physical attributes (size, weight, texture, color) (Q3)
• Use tools to observe and record - physical attributes of soil, such as texture and color (Q3)

Life Science (Q4)

• Construct an explanation - based on observations to recognize the differences between organisms and nonliving objects
• Develop a model to represent how a set of organisms and nonliving objects are sorted into groups based on their attributes.
• Construct an argument supported by evidence for how animals can be grouped according to their features
• Construct an argument supported by evidence for how plants can be grouped according to their features
• Ask questions and make observations to identify the similarities and differences between offspring, their parents, and other members of the same species

 

Historical Understandings

• Identify the national holidays and describe the people and/or events celebrated: Columbus Day (Q1),  Labor Day (Q1), Christmas (Q2), Veterans Day (Q2), Independence Day (Q4), Juneteenth National Independence Day (Q4), Martin Luther King, Jr Day (Q3), Memorial Day (Q4), New Year’s Day (Q3), Presidents Day (Q3), Thanksgiving Day (Q2)
• Identify American symbols, including the national and state flags (the United States and Georgia flags), the Pledge of Allegiance, the Star Spangled Banner, the bald eagle, the Statue of Liberty, the Lincoln Memorial (Q3), the Washington Monument (Q3), and the White House (Q3)
• Correctly use words and phrases related to chronology and time: now, long ago, before, after, today, tomorrow, yesterday, first, last, next, day, week, month, year, past, present, future

Geographic Understandings

• Describe the diversity of American culture by explaining the customs and celebrations of various families and communities
• Explain that a map is a drawing of a place, and a globe is a model of Earth
• Differentiate land and water features on simple maps and globes
• Explain that maps and globes show a view from above
• Explain that maps and globes show features in a smaller size
• State street address, city, state, and country in which the student lives

Government/Civic Understandings

• Demonstrate an understanding of good citizenship
• Explain how rules are made and why
• Explain why rules should be followed
• Describe examples of positive character traits exhibited by good citizens, such as honesty, patriotism, courtesy, respect, pride, and self-control 

Economic Understandings

• Describe people's work, such as police officers, firefighters, soldiers, mail carriers, farmers, doctors, teachers, etc.
• Explain that people earn income by working
• Explain how money is used to purchase goods and services
• Distinguish goods from services
• Identify that US coins and dollar bills (paper money) are used as currency
• Explain that people must make choices because they cannot have everything they want