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As a teacher and Curriculum developer, I have been working hard to find out more about the US Common Core State Standards. Did you know that the United States of America has been the only developed country without common standards? I am happy that the states are working together to align teaching standards. Although the CCSS (Common Core State Standards) have not been federally funded or mandated, at least 44 states have adopted them.

Pre-K standards are still a work in progress, as the CCSS begin at grade K. However, I used the Head Start standards to compile “common” Pre-K standards into a simplified document. I also reviewed “Ages and Stages” research to note what standards are necessary when planning ad teaching 3-4 year old children in Pre-School.

Common Core Standards: Kindergarten, Pre-K, Head Start and Pre School (Printable document-click here-–>

The following document has been compiled to aid in planning curriculum around the Common Core State Standards.
(Items in red are my additions, added from more than ten years of Early Childhood teaching experience.) *-This is a working document.

Kindergarten Common Core Standards (Ages 5-6)

English & Language Arts

• Recognize and name all upper and lowercase letters of the alphabet.
• Letters A-Z, Identify, Point to when named, Say the sounds of each
• Follow words from left to right, top to bottom and page by page.
• Understand that words are separated by spaces in print.
• Recognize and produce rhyming words.
• Count, pronounce, blend and segment syllables in spoken words.
• Isolate and pronounce the initial, medial vowel and final sounds (phonemes)
• Add or substitute individual sounds (phonemes) in simple, one syllable words to make new words.
• Name/Produce the beginning sound of various words.
• Associate long and short vowel sounds with common spellings.
• Read common, high frequency words by sight.
• Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
• Continue a conversation through multiple exchanges.
• Ask and answer questions in order to seek help, get information, or for clarification.
• Describe familiar people, places, things and events.
• Identify new meanings for familiar words (knowing a duck is a bird and knowing the verb: to duck)
• Use the most frequent inflections and affixes (-ed, -s, un-, pre-, -ful)
• Sort common objects into categories, to gain a concept of the category that they represent (food, shapes)
• Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)
• Identify real life connections between words and their use (the school is colorful)
• Distinguish shades of meaning among verbs, describing the same action (walk, march, strut, prance) by acting out the meanings.
• Use words and phrases acquired through conversations, reading and being read to and responding to texts.

Reading

• Make a connection between two individuals, events, ideas or information in a text.
• Ask and answer questions about unknown words in a text.
• Ask and answer questions about key details in a text.
• Identify the front cover, back cover and title page of a book.
• Recognize common types of texts (poem, storybook, etc.)
• Identify the main topic in a text.
• Retell key details of a text.
• Name the author and illustrator of a text and define the role of each one.
• Describe the relationship between illustrations and the text (what the illustration represents).
• Identify the reasons an author gives to support points in a text.
• Identify the similarities and differences between 2 texts, important points and key details on the same topic.
• Actively engage in group reading activities with purpose and understanding.
• Understands that stories have a beginning, middle, and end
• Use a combination of writing, dictating and drawing to compose an opinion piece (my favorite book it…)
• Read emergent reader texts.

Writing & Fine motor

• Cuts on a line with scissors.
• Cuts out an picture or shape (an animal, a circle, square)
• Draws pictures that represent animals, people, and objects
• Use a combination of writing, dictating and drawing to compose an informative/explanatory text to supply information on a topic.
• Use a combination of writing, dictating and drawing to narrate a single event or several events and tell about them in order, providing a reaction to what happened.
• Participate in shared research and writing projects.
• Respond to questions and suggestions from peers and all details to strengthen writing.
• Print/write many upper and lowercase letters.
• Form regular plural nouns orally by adding /s/ or /es/ (dog, wishes)
• Produce and expand complete sentences in shared language activities
• Capitalize the first word in a sentence and the pronoun /I/.
• Recognize and name end punctuation (? . ! )
• Write a letter or letters for most consonant and short vowel sounds.
• Spell simple words phonetically, drawing on letter sound relationship.
• Hold a pencil correctly

Math

• Addition & Subtraction-Represent with objects, fingers, mental images, drawings, sounds, claps, acting out, verbal explanations, equations.
• Addition & Subtraction- Solve word problems within 10 by using objects or drawings to represent the problem.
• Fluently add and subtract within 5.
• Decompose numbers less than or equal to 10 into pairs in more than one way, by using objects, drawings, and record by drawing an equation (2+3=5, 5=4+1)
• For any number 1-9, find the number that makes 10 when added to the given number, by using objects or drawings and record the answer with a drawing or equation.
• Count to 100 by ones and tens.
• Count forward beginning from a given number within the known sequence, instead of just 1.
• Write numbers 0-20.
• Represent a number of objects with a written numeral 0-20
• Count to answer “how many” questions about as many as 20 things.
• Identify if the number of objects in one group is greater than, less than, or equal to the number of objects in another group.
• Compare 2 numbers between 1-10.
• Work with numbers 11-19 to gain foundation of place value: Compose and decompose numbers 11-19 into tens and ones by using objects or drawings, and record both by a drawing or equation ( 18= 10+8…Understand that these numbers are composed of ten ones and an eight)
• Describe measurable attributes of objects, such as length or weight.
• Compare 2 objects with a measurable attribute to see which objects has “more of” or “less of” the attribute, and describe the difference. (describe 2 children’s heights, which is taller/shorter?)
• Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
• Identify shapes and correctly name them regardless of their orientation or size: square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, sphere.
• Describe objects in the environment using names of shapes and describe the relative positions of them using terms such as: above, below, beside, in front of, behind and next to.
• Identify shapes as 2-dimensional (lying in a plan, “flat”) or 3-dimensional (“solid”).
• Analyze and compare 2 and 3-D shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (number of sides, vertices/”corners”) and other attributes (having sides of equal length)
• Model shapes in the world by building shapes from components (sticks and clay balls) and drawing shapes.
• Compose simple shapes to form larger shapes (2 triangles can make a square).

Gross Motor

• Learns to skip
• Throws ball overhead
• Catches bounced balls
• Run in a straight line
• Walk in a straight line

Social-Emotional

• Engage in pretend and creative play (puppets, animals, props)
• Engage in reciprocal play with peers (on the playground, in the classroom during games/center time)

Pre-Kindergarten (Ages 4-5) Common Core Standards

English & Language Arts

• Name the letters A-Z
• Recognize that letters have names and can make sounds
• Attends to the beginning letters and sounds in familiar words
• Associate correct sounds with letters
• Produce the sounds of the letters
• Recognize that letters join together to form words
• Understand that words can be spoken, written and read
• Points to pictures and says the word, such as “frog” or “baby”
• Demonstrates eagerness to participate in songs and rhymes
• Points to body parts when asked “where is your nose” etc….
• Follows 2 to 3 step directions with minimal cues (stand up then touch your head)
• Acknowledges or responds nonverbally to common words such as “hello” “snack time” or “bathroom”
• Requests items using the correct word, such as “milk” “ball”
• Learns part of a song or poem in English and repeats it
• Comprehends different forms of language such as questions or exclamations
• Comprehends different grammatical structures or rules for using language
• Engages in conversations with peers and adults
• Identifies and discriminates between words in language, as well as separate syllables in words
• Identify and discriminate between beginning and ending sounds of words
• Classify, compare and contrast objects, events and experiences
• Use past knowledge to build new knowledge
• Recognizes cause and effect relationships

Reading

• Read/recognize environmental print: first name, logo’s, signs, numbers
• Retell stories from books through conversation, artistic works, creative movement or drama
• Tells a story from the beginning, middle and end (or based on a personal experience)
• Show interest in different kinds of literature (storybooks, poetry, fiction, non-fiction)
• Recognize basic book characteristics, such as the author and illustrator of a story; define the roles of each
• Engages in storytelling
• Shows interest in shared reading experiences and looking at books independently
• Recognizes that books are read front to back, print moves from left to right and pages are read one at a time
• Recognize the difference between pretend situations and reality

Math

• Recognize and name common shapes (circle, square, triangle, rectangle) their parts and attributes (sides, corners).
• Compare objects in size, length, shape (bigger than, same as, smaller than, heavier)
• Order objects by size or length (smaller to larger, larger to smaller)
• Measure and compare using standard (ruler) and non-standard (shoe) forms of measurement
• Understands position/directions words to describe objects: up, down, in front of, behind
• Identify properties of objects
• Uses the number name of the last object counted to represent the number of objects in a set
• Says the amount of a small group of objects, without counting them 1:1
• Associates quantities and names of numbers with written numerals
• Match similar/same objects to each other
• Count aloud 1-10 or higher
• Learns name, address, and phone number (if taught)
• By the end of the year, learn to add 1,2,3,4
• Uses a range of strategies to compare quantity in two sets of objects (counting, matching) and describes the comparisons with terms such as “more,” “less,” “greater than,” “fewer,” “equal to”
• Recognizes that numbers (or sets of objects) can be combined or separated to make another number through the grouping of objects.
• Identifies the new number created when numbers are combined or separated.
• Sort and classify objects by color, shape or size
• Recognize patterns, create and extend patterns

Socio-Emotional

• Express their feelings in appropriate ways
• Demonstrate impulse control and cooperation
• Express needs and a thought
• Request adult help when assistance is needed
• Respond to verbal and nonverbal requests and directions: cooperates
• Role-play, imitate and pretend play
• Manage routine transitions with flexibility and ease
• Develop friendship with peers
• Help, share and take turns.
• Recognize and label others’ emotions
• Express empathy and sympathy to peers
• Recognize how actions affect others
• Accept consequences for actions
• Follows simple rules, routines and directions

Writing & Fine Motor

• Practice learning how to trace/write first name
• Trace letters and begin to write letters (not necessary to use lined paper)
• Use scribbles, shapes, pictures and letters to represent objects, stories, experiences or ideas
• Use a strand of letters in attempting to write a sentence (and is able to explain what he/she wants it to say).
• Copies, traces or independently write letters or words
• Learn to hold scissors correctly
• Cut straight and curved lines
• Tear paper in strips
• Learn to hold a crayon correctly
• Experiments and manipulates writing, drawing and art tools and materials
• Manipulates a range of objects: books, blocks
• Develops eye/hand coordination to use everyday tools such as pitchers and utensils
• Represents people, places or things using 3-d objects, movement or drawings

Gross Motor

• Develops motor control and balance for activities such as: walking, propelling a wheelchair or mobility device, skipping, running, climbing, hopping
• Develops skill in using objects to: pull, throw, catch, kick, bounce, hit balls and riding a tricycle.

Science

• 5 Senses- Use senses and tools, including technology to gather information, investigate materials and observe processes and relationships
• Observe and discuss common properties, differences and comparison among objects
• Participate in simple investigations to form hypothesis, gather observations, draw conclusions and from generalizations
• Living things & Natural processes- Observe, describe and discuss
• Properties of Materials and Transformation of substances- observe, describe and discuss
• Collect, describe and record information through discussions, drawings, maps and charts
• Describe and discuss predictions, explanations and generalizations based on past experiences

KG1- Pre-School (Ages 3-4) Common Core Standards

English & Language Arts

• Can recognize some letters (focus on the letters of his/her first name)
• Identify first name
• Know that language is made of words: It can be written, spoken and read
• Talks in complete sentences of 3-5 words.
• Listens attentively to short stories
• 75-80% of speech is understandable
• Recognizes everyday sounds (telephone, cat, bus, toilet)
• Can answer the question: “Are you a boy or girl?”
• Recognizes familiar words in simple books or signs (STOP sign)
• Tell a story by looking at the pages in a book

Math

• Count 2-3 objects (age 3) Counts 1-7 objects (age 4)
• Recognize basic colors- red, blue, yellow, green, orange, black, white.
• Match object and picture
• Places objects in a line from largest to smallest
• Follow two unrelated directions: “Put your milk on the table and get your coat on.”
• Copy, make, and continue patterns that he/she hears, sees, and makes with his/her body
• Tell the difference between the sizes of objects
• Group things together that are alike
• Use words to tell you where things are
• Tell what part of an object is missing
• The child understands that the whole remains the same when it is divided into parts
• Count from 1-5 from memory

Science

• Begin to notice the different seasons and can describe the weather
• Begin to notice the five senses- sight, smell, touch, hearing, taste
• Become more independent when washing hands, using the bathroom, and eating.
• Begin to recognize dangerous situations
• Begin to notice people and animals and describe them
• Begins to notice things about him/her and others (physical and emotional)
• Begin to notice the passage of time (days of the week, months of the year)
• Begin to notice textures-what things feel like (soft, bumpy, hard, smooth)

Writing & Fine Motor

• Draw a circle and a square
• Experiment with writing by making lines, curves and simple drawings
• Draw a cross, X and diagonal

Gross Motor

• Hops on one foot
• Jumps over objects 5-6 inches in height
• Uses a spoon, fork and knife correctly
• Dress self without much help
• Uses the toilet with some help
• Walks a straight line
• The child is developing balance and coordination
• The child is beginning to move in rhythm with songs and music

Social-Emotional

• Play alone, next to another child, or watching another child in different learning centers
• Take turns, talk to other children, participate in circle time, and respect the belongings of others
• Make choices
• Express anger without hurting anyone or anything
• Follow the classroom rules and routines

References:

Pre-School:

Ages and Stages Resource

http://ohioline.osu.edu/asc-fact/ASC8.pdf

Pre-Kindergarten:

Head Start and Common Core Correlation Project

http://www.sourceforlearning.org/news.cfm?newsid=68

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework(rev-Sept2011).pdf

The National Early Childhood Technical Assistance Center

http://www.nectac.org/topics/earlylearn/earlylearn.asp

http://nieer.org/sites/nieer/files/yearbook.pdf#page=188

Mississippi State

http://www.earlychildhood.msstate.edu/resources/curriculumforthree/pdfs/chapter1.pdf

Kindergarten:

US Common Core State Standards http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

(for Kindergarten, items in black are from the Common Core Standards)

http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

Related articles

• The Common Core State Standards—Wordled! (jimburke.typepad.com)
• Boost Your Kindergartner’s Reading Skills, Using Common Core Standards (schoolfamily.com)
• A Parent’s Guide to Phonics (education.com)
• Kindergarten Readiness: More Than Academics (education.com)