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Foundations for Early Learning and Development—NC Standard Course of Study CrosswalkNovember 2016

Domain: Approaches to Play and Learning (APL)

Subdomain: Curiosity, Information-Seeking, EagernessNC Foundations for Early Learning and Development Standards

North Carolina Essential Standards (NCES)Common Core State Standards (CCSS)Approaches to Learning Educational Claims for K-3

Goal APL-1: Children show curiosity and express interest in the world around them.

Indicators: APL-1m: Communicate interest to others

through verbal and nonverbal means (take teacher to the science center to see a new animal).*

APL-1n: Discover things that interest and amaze them, and seek to share them with others.*

APL-1o: Show interest in a growing range of topics, ideas and tasks.

APL-1p: Demonstrate interest in mastering new skills, (e.g., writing name, riding a bike, dance moves, building skills).

NCES K-2 Arts Education preamble Analyze nonverbal communication, make informed judgments about products and issues; and,

communicate effectively Because movement as a form of self-expression is intrinsic to our existence as human beings, dance is a

natural vehicle that children use to help them understand themselves and the world in which they live.NCES Social Studies K-2 preamble & introductory paragraph Students acquire and perfect knowledge, understanding, and skills of individual and group inquiry and

examine a broad range of peoples and cultures. K-2 students develop geographic awareness of their surroundings by using geographic representations to

process information about locations using maps and globesNCES for K-2 and 3rd Grade Science: Science Inquiry Approach (Introductory Statement in the NCDPI K-2/3-5 Science Document) If interests arise as a result of the use of the Science Inquiry Method, students would perform tasks in a

manner that allows for the exploration of phenomena in the natural world posing questions and seeking answers as they arise

CCSS Mathematics Eight Standards for Mathematical Practice The Eight Standards for Mathematical Practice are observable behaviors that students can exhibit when

problem solving is designed to allow critical thinking and perseveranceCCSS English Language Arts Introduction Students are to engage and be open-minded—but discerning—readers and listeners. They work diligently

to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning

NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE

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Subdomain: Curiosity, Information-Seeking, EagernessNC Foundations for Early Learning and Development Standards

North Carolina Essential Standards (NCES)Common Core State Standards (CCSS)Approaches to Learning Educational Claims for K-3

Goal APL-2: Children actively seek to understand the world around them. Indicators: APL-2l: Ask questions to find out more about the

things that interest them, including questions about future events.

APL-2m: Choose among different ways to explore the environment based on past experience (use a magnifying glass that the class used before to explore something new).

APL-2n: Use what they know from past experience to understand what is happening now (get an umbrella to go outside because it is raining).

NCES K-2 Arts Education preamble Analyze nonverbal communication, make informed judgments about products and issues; and,

communicate effectivelyNCES Social Studies K-2 preamble & introductory paragraph K-3 K-2 students develop geographic awareness of their surroundings by using geographic representations to

process information about locations using maps and globes By looking at communities from a geographic perspective, students become aware of some of the cultural,

political, geographic, historic, environmental and economic factors that help bind communities together through both time and space

In history, students begin to develop the ability to think like a historian as they acquire knowledge of history to understand the past and present.

Building upon experiences that demonstrate chronological thinking, students begin to expand their ability to think like a historian by asking questions that historians ask.

NCES for K-2 and 3rd Grade Science: Science Inquiry Approach (Introductory Statement in the NCDPI K-2/3-5 Science Documents) Allows students to be actively involved in exploring phenomena in the natural world posing questions and

seeking answers as they arise. During investigations, students must have opportunity to use tools such as magnifiers, thermometers, rulers, or balances to gather data and extend their senses.

CCSS Mathematics Eight Standards for Mathematical Practice Mathematically proficient students exhibit perseverance, use of appropriate tools, and the opportunity to

solve problems in a variety of waysCCSS English Language Arts Introduction Students should actively seek to understand other perspectives and cultures through reading and listening,

and they are able to communicate effectively with people of varied backgrounds. Students should employ technology thoughtfully to enhance their reading, writing, speaking, listening, and

language use.Approaches to Learning Educational Claims for K-3 Students demonstrate curiosity by seeking opportunities-whether independently or in collaboration with

peers and teachers to extend their knowledge.


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Subdomain: Play and ImaginationNC Foundations for Early Learning and Development Standards

North Carolina Essential Standards (NCES) KindergartenCommon Core State Standards (CCSS)Approaches to Learning Educational Claims for K-3

Goal APL-3: Children engage in increasingly complex play.Indicators: APL-3r: Develop and sustain more complex

pretend play themes in cooperation with peers. APL-3s: Use more complex and varied language

to share ideas and influence others during play. APL-3t: Choose to use new knowledge and skills

during play (add features to dramatic play scene related to class project, write list, build structure like displayed picture).

APL-3u: Demonstrate their cultural values and “rules” through play (tells another child “that’s not what mommies do.”)

NCES for Arts Education Teamwork and collaboration adapting to and respecting others' diverse ways of thinking, working, and

expressing themselves Children use pretend play as a means of making sense of the world Visual arts education is a multifaceted creative process which includes the development of perceptual

awareness and the ability to use materials expressively Dance education helps students use movement to creatively express meaning. Through creating music,

students are able to be imaginative, think critically, and approach tasks in new or different ways.NCES Social Studies K-2 preamble & introductory paragraph K-3 Students are introduced to an integrative approach of Social Studies by exploring aspects of self, others,

families and communities across the world in developmentally responsive ways.NCES Kindergarten Social Studies- Civics and Government K.C& G.1.1 Exemplify positive relationships through fair play and friendshipNCES for K-2/3-5 Science: Science Inquiry Approach (Introductory Statement in the NCDPI K-2/3-5 Science Documents) Collaboration with peers, use of language, and the application of knowledge and skills CCSS Mathematics Eight Standards for Mathematical Practice Modeling mathematics through play (blocks, dramatic play, etc.)


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Subdomain: Play and ImaginationNC Foundations for Early Learning and Development Standards


Goal APL-4: Children demonstrate creativity, imagination, and inventiveness.Indicators: APL-4l: Plan play scenarios (dramatic play,

construction), and use or create a variety of props or tools to enact them.

APL-4m: Expand the variety of roles taken during dramatic play and add more actions, language, or props to enact roles.

APL-4n: Use materials or actions in increasingly varied and resourceful ways to represent experiences or ideas.

APL-4o: Make up stories, songs, or dances for fun during play.

NCES for Arts Education Children use pretend play as a means of making sense of the world Visual arts education is a multifaceted creative process which includes the development of perceptual

awareness and the ability to use materials expressively Dance education helps students use movement to creatively express meaning. Through creating music,

students are able to be imaginative, think critically, and approach tasks in new or different ways.NCES Social Studies K-2 preamble & introductory paragraph K-3 Students are introduced to an integrative approach of Social Studies by exploring aspects of self, others,

families and communities across the world in developmentally responsive ways.NCES for K-2 and 3rd Grade Science: Science Inquiry Approach (Introductory Statement in the NCDPI K-2/3-5 Science Document) Use of appropriate tools and taking an active role in discovering scientific phenomena Engage in “hands on/minds on” activities that are exemplars of scientific inquiry, experimentation and

technological design CCSS Mathematics Eight Standards for Mathematical Practice Modeling mathematics through play (blocks, dramatic play, etc.) Familiar with tools appropriate for their grade to make sound decisions about when each of these tools

might be helpful, recognizing both the insight to be gained and their limitations.Approaches to Learning Educational Claims for K-3 Students can effectively solve problems by defining goals, describing steps, and evaluating alternative

strategies in both academic and social interactions.


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Subdomain: Risk-Taking, Problem-Solving, and FlexibilityNC Foundations for Early Learning and Development Standards


Goal APL-5: Children are willing to try new and challenging experiencesIndicators: APL-5o: Approach new experiences

independently. APL-5p: Ask to participate in new experiences

that they have observed or heard about. APL-5q: Independently seek new challenges. APL-5r: Express a belief that they can do things

that are hard.

NCES for K-2 and 3rd Grade Science: Science Inquiry Approach (Introductory Statement in the NCDPI K-2/3-5 Science Document) Engage in “hands on/minds on” activities that are exemplars of scientific inquiry, experimentation and

technological designCCSS Mathematics Eight Standards for Mathematical Practice Monitoring and evaluating one’s own progress and changing course if necessaryCCSS English Language Arts Standards Introduction Become self-directed learners, effectively seeking out and using resources to assist them, including

teachers, peers, and print and digital reference materialsApproaches to Learning Educational Claims for K-3• Students demonstrate curiosity by seeking opportunities- whether independently or in collaboration with peers and teachers to extend their knowledge.

Goal APL-6: Children use a variety of strategies to solve problems.Indicators: APL-6n: Describe the steps they will use to solve

a problem. APL-6o: Evaluate different strategies for solving

a problem and select the strategy they feel will work without having to try it.

APL-6p: Explain how they solved a problem to another person.

APL-6q: Seek and make use of ideas and help from adults and peers to solve problems (“how can I make this paint get off my pants?”).

NCES for Arts Education The intellectual demands of the arts help students develop problem-solving, critical, and creative thinking

abilities.NCES Social Studies K-2 preamble & introductory paragraph K-3 Students gain from social studies the attitudes and values that enable them to be effective problem solvers,‐

good decision makers, and wise planners. As a result of an effective social studies education, they are prepared to deal with present, recurring, and

unforeseen problems at the local, state, national, and global levels

NCES First Grade Social Studies - Civics and Government 1.C & G.1.3: Summarize various ways in which conflicts could be resolved in homes, schools, classrooms

and communitiesNCES for K-2 and 3rd Grade Science: Science Inquiry Approach (Introductory Statement in the NCDPI K-2/3-5 Science Document) Students should be encouraged to employ oral language, drawings and models to communicate results and

explanations of investigations and experiments. In a cooperative learning environment, students learn that when people give different descriptions of the same thing, it is better to make new observations instead of debating about who is correct.

CCSS Mathematics Eight Standards for Mathematical Practice Monitor and evaluate their progress and change course if necessary. Check their answers to problems using a different method, and they continually ask themselves, “Does this


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Subdomain: Risk-Taking, Problem-Solving, and FlexibilityNC Foundations for Early Learning and Development Standards


make sense?” Understand the approaches of others to solving complex problems and identify correspondences between

different approaches. CCSS English Language Arts Introduction Students adapt their communication in relation to audience, task, purpose, and discipline. They set and

adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science).

Approaches to Learning Educational Claims for K-3 Students can effectively solve problems by defining goals, describing steps, and evaluating alternative

strategies in both academic and social interactions.


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Subdomain: Attentiveness, Effort, PersistenceNC Foundations for Early Learning and Development Standards


Goal APL-7: Children demonstrate initiative.Indicators: APL-7j: Show increasing independence and

purpose when making choices (“I’m going to the block area to make a track for my race car”).*

APL-7k: Independently identify and seek things they need to complete activities or tasks (gathers supplies and makes a birthday card with a message).

APL-7l: Set simple goals that extend over time, make plans and follow through (“Let’s make a rocket ship. We need blocks”).

NCES for Arts Education A comprehensive, articulated arts education program engages and helps students develop the self-esteem,

self-discipline, cooperative skills, and self-motivation necessary for success in life. Arts education includes applying life and career skills, including flexibility and adaptability; initiative and

self-direction; social and cross-cultural skills; productivity and accountability; and leadership and responsibility

NCES for K-2 Social Studies Preamble Develop young people who are knowledgeable, critical, and capable of making informed decisions about

the world and their place in it. Prepare young people to participate actively and responsibly in a culturally diverse, democratic, and

increasingly interdependent world. Prepares students to be active, informed, and responsible

citizensN NNCES for K-2 and 3rd Grade Science: Science Inquiry Approach (Introductory Statement in the NCDPI K-2/3-5

Science Document) Students are expected to meet the expectations of these standards through independent performance taskCCSS Mathematics Eight Standards for Mathematical Practice Monitor and evaluate their progress and change course if necessary. Check their answers to problems using a different method, and they continually ask themselves, “Does this

make sense?” Understand the approaches of others to solving complex problems and identify correspondences between

different approaches. E CCSS English Language Arts Introduction

Engage and be open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning

Approaches to Learning Educational Claims for K-3 Students can effectively solve problems by defining goals, describing steps, and evaluating alternative

strategies in both academic and social interactions. Goal APL-8: Children maintain attentiveness and

focus. NCES for Arts Education Arts education engages and helps students develop the self-esteem, self-discipline, cooperative skills, and


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Indicators: APL-8k: Sometimes able to ignore irrelevant

information when focusing on a task (sort multi-colored wooden beads by shape).

APL-8l: Consistently remain engaged in self-directed activities.

self-motivation necessary for success in life. Arts education includes applying life and career skills, including flexibility and adaptability; initiative and

self-direction; social and cross-cultural skills; productivity and accountability; and leadership and responsibility

NCES for K-2 and 3rd Grade Science: Science Inquiry Approach (Introductory Statement in the NCDPI K-2/3-5 Science Documents) Be actively involved in exploring phenomena in the natural world posing questions and seeking answers as

they arise. Develop simple skills of observation, measurement and number sense as they actively participate in simple

investigationsCCSS Mathematics Eight Standards for Mathematical Practice Engage with the subject matter as they grow in mathematical maturity and expertise

CCSS English Language Arts Standards Introduction Engage and be open-minded—but discerning—readers and listeners. They work diligently to understand

precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.

Approaches to Learning Educational Claims for K-3 Students can maintain focus and persevere to accomplish collaborative and individual tasks whether those

tasks are chosen by them or assigned to them


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Goal APL-9: Children persist at challenging activities.Indicators: APL-9h: Plan and follow through on longer-term

tasks (planting a seed and caring for the plant). APL-9i: Keep trying until a challenging activity is

complete despite distractions or interruptions (multi-piece puzzle started before lunch and completed later).

APL-9j: When something does not work, try different ways to complete the task (when a block tower falls, try putting the blocks together in a different way to build the tower again).*

APL-9k: Seek help from others to complete a challenging activity (ask a teacher for help putting a puzzle away on a high shelf; ask a friend for help in naming an unfamiliar animal in a picture).*

NCES for Arts Education Engages and helps students develop the self-esteem, self-discipline, cooperative skills, and self-motivation

necessary for success in life. Applying life and career skills, including flexibility and adaptability; initiative and self-direction; social and

cross-cultural skills; productivity and accountability; and leadership and responsibilityCCSS Mathematics Eight Standards for Mathematical Practice Perseverance, use of appropriate tools, and the opportunity to solve problems in a variety of ways The Eight Standards for Mathematical Practice are observable behaviors that students can exhibit when

problem solving is designed to allow critical thinking and perseverance CCSS English Language Arts Introduction Engage and be open-minded—but discerning—readers and listeners. They work diligently to understand

precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.

Approaches to Learning Educational Claims for K-3 Students can maintain focus and persevere to accomplish collaborative and individual tasks whether those

tasks are chosen by them or assigned to them.


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Domain: Emotional and Social Development (ESD)

Subdomain: Developing a Sense of SelfNC Foundations for Early Learning and

Development StandardsNorth Carolina Essential Standards (NCES) KindergartenCommon Core State Standards (CCSS) for English Language Arts (ELA) Kindergarten

Goal ESD-1: Children demonstrate a positive sense of self-identity and self-awareness. ESD-1o: Describe themselves in concrete

ways, with greater detail and accuracy (“My eyes are brown”, “I am tall”).

ESD-1p: Express awareness that they are members of different groups (e.g., family, preschool class, ethnic group).

ESD-1q: Choose to spend more time on preferred activities, and express awareness of skills they are developing.

CCSS Kindergarten ELA Writing Standards (W) W.K.3: Use a combination of drawing, dictating, and writing tonarrate a single event or several loosely linked events, tell aboutthe events in the order in which they occurred, and provide a reaction to what happened. NCES Healthful Living- Health Ed-Interpersonal Communications & Relationships (ICR)K.ICR.1: Understand healthy and effective interpersonal communication and relationships.NCES Science - Life Science (L)K.L.1.2: Compare characteristics of living and nonliving things in terms of their: structure, growth changes, movement, and basic needsNCES Social Studies - Culture (C)K.C.1.1: Explain similarities in self and others.

Goal ESD-2: Children express positive feelings about themselves and confidence in what they can do. ESD-2n: Express the belief that they can do

many things. ESD-2o: Stick with tasks even when they are

challenging. ESD-2p: Express opinions about their

abilities in different areas (“I’m a good friend,” “I can run fast,” “I know all my letters”).

ESD-2q: Express positive feelings about themselves by showing and/or telling others about themselves, things they like, or things they have done.

CCSS Kindergarten ELA Writing Standards (W)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 . . .).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 Kindergarten ELA Speaking & Listening Standards (SL)SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.NCES Guidance – Readiness/Exploratory/Discovery (RED) – Career (CR)RED.CR.1: Understand the meaning and importance of career self-awareness and career goals. RED.CR.1.3: Explore awareness of personal abilities, skills, and interests.NCES Social Studies – Culture (C)K.C.1.1: Explain similarities in self and others.


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Subdomain: Developing a Sense of Self with OthersNC Foundations for Early Learning and


Goal ESD-3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs. ESD-3q: Form positive relationships with

new teachers or caregivers over time. ESD-3r: Seek out trusted teachers and

caregivers as needed (for emotional support, physical assistance, social interaction, problem-solving, and approval).

ESD-3s: Use language effectively to continue conversations with familiar adults and to influence their behavior (ask for help, ask an adult to do something).

CCSS Kindergarten ELA Speaking & Listening Standards (SL)SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.NCES Guidance - Readiness/Exploratory/Discovery (RED) – Social –Emotional (SE)RED.SE.1: Understand the meaning and importance of personal responsibility.

Goal ESD-4: Children form relationships and interact positively with other children. ESD-4p: Form and maintain friendships with

other children of diverse cultural backgrounds and abilities.

ESD-4q: See and give support with children they identify as friends.

ESD-4r: Use language effectively to have conversations with other children and influence another child’s behavior (negotiate sharing a toy, plan how to build a block tower together).

ESD-4s: Demonstrate social skills when interacting with other children (turn-taking, conflict resolution, sharing)

ESD-4t: Play and interact cooperatively with other children (work on project together, exchange ideas).

CCSS Kindergarten ELA Writing Standards (W) 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 Kindergarten ELA Speaking & Listening Standards (SL)SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics

and texts under discussion). Continue a conversation through multiple exchanges. SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.CCSS Kindergarten ELA Language Standards (L)L.K.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print many upper- and lowercase letters. Use frequently occurring nouns and verbs. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). Produce and expand complete sentences in shared language activities.L.K.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.


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Development StandardsNorth Carolina Essential Standards (NCES) KindergartenCommon Core State Standards (CCSS) for English Language Arts (ELA) Kindergarten Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and

learning the verb to duck). 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.L.K.5: With guidance and support from adults, explore word relationships and nuances in word meanings. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories

represent. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites

(antonyms). Identify real-life connections between words and their use (e.g., note places at school that are colorful). Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut,

prance) by acting out the meanings.L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.NCES Guidance – Readiness/Exploratory/Discovery (RED) – Social-Emotional (SE)RED.SE.2: Understand the relationship between self and others in the broader world. RED.SE.2.1: Identify ways of making and keeping friends RED.SE.2.2: Understand how to support positive relationship building (e.g., managing impulsivity,

adaptability, and flexibility). NCES Healthful Living – Physical Education – Personal and Social Responsibility (PR)K.PR.4: Use behavioral strategies that are responsible and enhance respect of self and others and value activity.NCES Healthful Living- Health Ed-Interpersonal Communications & Relationships (ICR)K.ICR.1: Understand healthy and effective interpersonal communication and relationships.NCES Social Studies - Culture (C) K.C.1.1: Explain similarities in self and others. K.C.1.2: Explain the elements of culture (how people speak, how people dress, foods they eat, etc.)NCES Social Studies – History (H) K.H.1.1: Explain how people change over time (self and others).NCES Social Studies – Civics & Government (C & G) K.C & G.1.1: Exemplify positive relationships through fair play and friendships.


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Goal ESD-5: Children demonstrate the social and behavioral skills needed to successfully participate in groups. ESD-5q: Follow social rules, transitions, and

routines that have been explained to them. ESD-5r: Make requests clearly and

effectively most of the time. ESD-5s: Balance their own needs with those

of others in the group. ESD-5t: Anticipate consequences and plan

ways to solve problems effectively, with guidance and support.

ESD-5u: Use a variety of strategies to solve problems and conflicts with increasing independence.

ESD-5v: Express respect and caring for all people, including people with disabilities and those from different cultures

CCSS Kindergarten ELA Speaking & Listening Standards (SL)SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with

peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics

and texts under discussion). Continue a conversation through multiple exchanges.CCSS Kindergarten ELA Reading Standards for Literature (RL)RL.K.10: Actively engage in group reading activities with purpose and understanding.NCES Guidance – Readiness/Exploratory/Discovery (RED) – Social-Emotional (SE)RED.SE. 2: Understand the relationship between self and others in the broader world. RED.SE.2.1: Identify ways of making and keeping friends. NCES Guidance – Readiness/Exploratory/Discovery (RED) – Cognitive (C)RED.C.1: Use creative strategies to make decisions and solve problems. RED.C.1.1: Identify problems that you have encountered or are likely to encounter. RED.C.1.2: Identify creative strategies and non-creative strategies to solve problems.NCES Healthful Living – Physical Education – Personal and Social Responsibility (PR)K.PR.4: Use behavioral strategies that are responsible and enhance respect of self and others and value activity.NCES Healthful Living – Health Education – Interpersonal Communications & Relationships (ICR)K.ICR.1: Understand healthy and effective interpersonal communication and relationships.NCES Social Studies - Culture (C)K.C.1.2: Explain the elements of culture (how people speak, how people dress, foods they eat, etc.)NCES Social Studies – Civics & Government (C & G)K.C&G.1.1: Exemplify positive relationships through fair play and friendships.NCES Arts Education - Theatre Arts- Culture (CU)K.CU.2: Understand the traditions, roles and conventions of theatre as an art form. K.CU.2.1: Understand how to attend to others when they are sharing.


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Subdomain: Learning About FeelingsNC Foundations for Early Learning and


Goal ESD-6: Children identify, manage, and express their feelings. ESD-6o: Express a range of emotions

(happiness, sadness, fear, anger, disgust, tenderness, hostility, shame, guilt, satisfaction, and love) with their face, body, vocal sounds, and words.

ESD-6p: Independently manage and express feelings effectively most of the time.

ESD-6q: Use a larger vocabulary for talking about different feelings (“I’m frustrated with that puzzle!” “I’m excited about our trip.”)

ESD-6r: Give reasons for their feelings that may include thoughts and beliefs as well as outside events (I’m happy because I wanted to win and I did”).

ESD-6s: Use problem-solving strategies when feeling angry or frustrated.

CCSS Kindergarten ELA Writing Standards (W) 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 Kindergarten ELA Speaking & Listening Standards (SL)SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearlyNCES Guidance – Readiness/Exploratory/Discovery (RED) – Social-Emotional (SE)RED.SE.1: Understand the meaning and importance of personal responsibility. RED.SE.1.2: Identify ways of controlling emotional states, feelings, and moods.NCES Healthful Living – Health Education – Mental & Emotional Health (MEH)K.MEH.1: Remember the association of healthy expression of emotions, mental health, and healthy behavior.NCES Arts Education – Visual Arts – Contextual Relevancy (CX)K.CX.1: Understand the global, historical, societal, and cultural contexts of the visual arts. K.CX.1.1: Use visual arts to illustrate how people express themselves differently.NCES Arts Education - Theatre Arts- Communication (C)K.C.1: Use movement, voice, and writing to communicate ideas and feelings. K.C.1.1: Use non-verbal expression to communicate movement elements. K.C.1.2: Recognize how vocal variety is used to demonstrate feelings.K.C.2: Use performance to communicate ideas and feelings. NCES Arts Education – Music – Contextual Relevancy (CR)K.CR.1: Understand global interdisciplinary and 21st century connections with music. K.CR.1.1: Use music to illustrate how people express themselves differently.NCES Arts Education – Dance – Creation & Performance (CP)K.CP.1: Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. K.CP.1.4: Create dance movement to represent words, ideas, experiences, and feelings.NCES Arts Education – Dance – Connecting (C)K.C.1: Understand cultural, historical and interdisciplinary connections with dance.K.C.1.1: Use dance to illustrate how people express themselves differently.

Goal ESD-7: Children recognize and respond to the needs and feelings of others. ESD-7n: Communicate understanding and

empathy for others’ feelings. ESD-7o: Show awareness that their behavior

NCES Guidance – Readiness/Exploratory/Discovery (RED)RED.SE.2: Understand the relationship between self and others in the broader world. RED.SE.2.2: Understand how to support positive relationship building (e.g., managing impulsivity,

adaptability, and flexibility).NCES Social Studies – Civics & Government (C & G)


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Subdomain: Learning About FeelingsNC Foundations for Early Learning and


can affect the feelings of others (Say, “I didn’t mean to scare you when I yelled”).

ESD-7p: Choose to act in ways that show respect for others’ feelings and points of view most of the time with guidance and support (complement each other during play, work out conflicts, show respect for opinions expressed by others).

KC&G.1.1: Exemplify positive relationships though fair play and friendship.


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Domain: Health and Physical Development

Subdomain: Physical Health and GrowthNC Foundations for Early Learning and Development

StandardsNorth Carolina Essential Standards (NCES) – Kindergarten (K)

Goal HPD-1: Children develop healthy eating habits.Indicators: HPD-1s: Given a selection of familiar foods, identify

which foods are nutritious and which are not. HPD-1t: Talk about variety and amount of foods

needed to be healthy (can identify what is missing from their meal).

HPD-1u: Name foods and beverages that help to build healthy bodies.

HPD-1r: Feed themselves with utensils independently.

HPD-1v: Try new foods.

NCES Healthful Living – Health Education - Nutrition and Physical Activity (NPA)K.NPA.1: Understand MyPlate as a tool for selecting nutritious foods. K.NPA.1.1: Classify foods by groups in MyPlate. K.NPA.1.2: Recall foods and beverages beneficial to teeth and bones.K.NPA.2: Understand the importance of consuming a variety of nutrient dense foods and beverages in moderation K.NPA.2.1: Recognize nutrient-dense foods in a list of foods that are culturally diverse. K.NPA.2.2: Summarize the importance of a healthy breakfast and lunch.

Goal HPD-2: Children engage in active physical play indoors and outdoors.Indicators: HPD-2o: Develop strength and stamina by

spending extended periods of time playing vigorously.*

HPD-2p: Communicate ways exercise keeps us healthy and makes us feel good.

HPD-2q: Participate in structured and unstructured motor activities that build strength, speed, flexibility, and coordination (red light green light, chase, free play).

HPD-2r: Transition independently from active to quiet activities most of the time.

NCES Healthful Living – Physical Education – Movement Concepts (MC)K.MC.2.4: Illustrate activities that increase heart rate.NCES Healthful Living – Physical Education – Health- Related Fitness (HF)K.HF.3: Understand the importance of achieving and maintaining a health-enhancing level of physical fitness. K.HF.3.1: Recognize one or more of the five health-related fitness assessments and the associated

exercises. K.HF.3.2: Identify opportunities for increased physical activity. K.HF.3.3: Select moderate-to-vigorous physical activity (MVPA) and sustain for periods of accumulated

time.NCES Healthful Living – Health Education - Nutrition and Physical Activity (NPA)K.NPA.1: Understand MyPlate as a tool for selecting nutritious foods. K.NPA.1.3: Recall activities for fitness and recreation during out of school hours.

Goal HPD-3: Children develop healthy sleeping habits.Indicators: HPD-3k: Communicate ways sleep keeps us

healthy and makes us feel good. HPD-3l: Independently start and participate in

sleep routines most of the time.


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Subdomain: Motor DevelopmentNC Foundations for Early Learning and Development


Goal HPD-4: Children develop the large muscle control and abilities needed to move through and explore their environment.Indicators: HPD-4p: Coordinate movement of upper and lower

body. HPD-4q: Perform complex movements smoothly

(skipping, balancing on beams, hopping from one place to another).

HPD-4r: Move quickly through the environment and be able to stop (run fast, pedal fast).

HPD-4s: Show awareness of own body in relation to other people and objects while moving through space.

NCES Healthful Living – Physical Education – Motor Skills (MS)K.MS.1: Apply competent motor skills and movement patterns needed to perform a variety of physical activities. K.MS.1.1: Execute recognizable forms of the basic locomotor skills. K.MS.1.2: Use recognizable forms of the basic manipulative skills. K.MS.1.3: Create transitions between sequential locomotor skills. K.MS.1.4: Use non-locomotor and locomotor skills in response to even and uneven rhythms in order to

integrate beat awareness.NCES Healthful Living – Physical Education – Personal & Social Responsibility (PR)K.PR.4.1: Use basic strategies and concepts for working cooperatively in group settings.K.PR.4.3: Use safe practices when engaging in physical activities.Arts Education –Dance – Dance Movement Skills (DM)K.DM.1: Understand how to use movement skills in dance. K.DM.1.1: Illustrate the difference between whole body movement and isolation of body parts. K.DM.1.2: Discriminate between moving and stillness. K.DM.1.3: Recognize basic loco motor and non-loco motor (axial) movements. K.DM.1.4: Use the element of time (tempo) in movement. K.DM.1.5: Use directions, levels, and pathways in general space.

Goal HPD-5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with toolsIndicators: HPD-5m: Draw and write smaller figures with more

detail (faces with features, letters or letter-like forms).

HPD-5n: Engage in complex hand-eye coordination activities with a moderate degree of precision and control (fasten clothing, cut shapes, put together small pieces).

HPD-5o: Use tools that require strength and dexterity of small muscles with a moderate degree of control (spray bottle, hole puncher).


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Subdomain: Self-CareNC Foundations for Early Learning and Development


Goal HPD-6: Children develop awareness of their needs and the ability to communicate their needs.Indicators: HPD-6i: Use language to ask adults or peers

specifically for the kind of help needed in a particular situation.

HPD-6j: Consistently use strategies to calm themselves when needed.

NCES Healthful Living – Health Education – Mental & Emotional Health (MEH)K.MEH.1: Remember the association of healthy expression of emotions, mental health, and healthy behavior K.MEH.1.1: Recognize feelings and ways of expressing them. K.MEH.1.2: Recall stressors and stress responses. K.MEH.1.3: Illustrate personal responsibility for actions and possessions.NCES Healthful Living – Physical Education – Personal & Social Responsibility (PR)K.PR.4.2: Understand how social interaction can make activities more enjoyable.

Goal HPD-7: Children develop independence in caring for themselves and their environment.Indicators: HPD-7p: Dress and undress themselves

independently. HPD-7q: Gain independence in hygiene practices

(throw tissues away and wash hands, flush toilet). HPD-7r: Eat with a fork. HPD-7s: Perform tasks to maintain the indoor and

outdoor learning environment independently. HPD-7t: Describe the value of good health practices

(wash hands to get rid of germs, drink milk to build strong bones).

HPD-7u: Use adaptive equipment, ask for help with positioning and movement, and/or participate in medical care routines as needed

NCES Healthful Living – Health Education – Personal & Consumer Health (PCH)K.PCH.1: Apply measures for cleanliness and disease prevention. K.PCH.1.1: Use steps of correct hand washing at appropriate times throughout the day. K.PCH.1.2: Illustrate proper tooth brushing techniques. K.PCH.1.3: Explain rationale for not sharing hygiene products (combs, brushes, toothbrushes).


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Subdomain: Safety AwarenessNC Foundations for Early Learning and Development


Goal HPD-8: Children develop awareness of basic safety rules and begin to follow them.Indicators: HPD-8m: Avoid potentially dangerous behaviors. HPD-8n: Consistently recognize and avoid people,

objects, substances, activities and environments that might cause harm.

HPD-8o: Independently follow basic safety rules. HPD-8p: Identify people who can help them in the

community (police, firefighter, nurse).

NCES Healthful Living – Health Education – Personal & Consumer Health (PCH)K.PCH.1: Apply measures for cleanliness and disease prevention. K.PCH.1.3: Explain rationale for not sharing hygiene products (combs, brushes, toothbrushes).K.PCH.2: Understand necessary steps to prevent and respond to unintentional injury K.PCH.2.1: Recognize the meanings of traffic signs and signals. K.PCH.2.2: Explain the benefits of wearing seat belts and bicycle helmets. K.PCH.2.3: Illustrate how to get help in an emergency.NCES Healthful Living – Health Education – Alcohol, Tobacco, & Other Drugs (ATOD)K.ATOD.1: Understand how to use household products and medicines safely. K.ATOD.1.1: Explain what is likely to happen if harmful household products are ingested or inhaled. K.ATOD.1.2: Classify things found around the house as medicinal drugs or other (e.g. candy). K.ATOD.1.4: Use appropriate strategies to access help when needed in emergencies involving

household products and medicines.


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Domain: Language Development and Communication

Subdomain: Learning to CommunicateNC Foundations for Early Learning and Development

StandardsCommon Core State Standards (CCSS) - KindergartenEnglish Language Arts (ELA)

Goal LDC-1: Children understand communications from others.

Indicators: LDC-1n: Show understanding of increasingly

complex sentences. LDC-1o: Respond to requests for information or

action. LDC-1p: Follow more detailed multi-step directions.

CCSS Kindergarten ELA Speaking & Listening Standards (SL)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.

Goal LDC-2: Children participate in conversations with peers and adults in one-on-one, small and larger group interactions.

Indicators: LDC-2l: Express an understanding that people

communicate in many ways (gestures, facial expressions, multiple spoken languages, sign language, and augmentative communication).

LDC-2m: Initiate and carry on conversations that involve multiple back and forth communications or turns between the persons involved in the conversation.

LDC-2n: Initiate and participate in conversations related to interests of their own or the persons they are communicating with.

LDC-2o: Participate in a group discussion, making comments and asking questions related to the topic.

LDC-2p: Appreciate and use humor.

CCSS Kindergarten ELA Speaking & Listening Standards (SL)SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.1.A: Follow agreed-upon rules for discussions (e.g., listening to others and taking turns

speaking about the topics and texts under discussion). SL.K.1.B: Continue a conversation through multiple exchanges.


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Goal LDC-3: Children ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Indicators: LDC-3f: Answer more complex questions with

more explanation (“I didn’t like camping out because it rained.” “Emily is my friend because she’s nice to me.”).

LDC-3g: Ask specific questions to learn more about their world, understand tasks, and solve problems.

CCSS Kindergarten ELA Speaking & Listening Standards (SL)SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is

not understood.

Goal LDC-4: Children speak audibly and express thoughts, feelings, and ideas clearly.Indicators: LDC-4j: Use language and non-verbal cues to

communicate thoughts, beliefs, feelings, and intentions.

LDC-4k: Adapt their communication to meet social expectations (speak quietly in library, speak politely to older relative).

LDC-4l: Speak clearly enough to be understood by most people.

CCSS Kindergarten ELA Speaking & Listening Standards (SL)SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.

Goal LDC-5: Children describe familiar people, places, things, and events.

Indicators: LDC-5f: Describe experiences and create and/or

retell longer narratives.

CCSS Kindergarten ELA Speaking & Listening Standards (SL)SL.K.4: Describe familiar people, places, things, and events and, with prompting and support,

provide additional detail.

Goal LDC-6: Children use most grammatical constructions of their home language well.

Indicators: LDC-6i: Speak in full sentences that are

grammatically correct most of the time

CCSS Kindergarten ELA Language Standards (L)L.K.1: Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking. L.K.1.A: Print many upper- and lowercase letters. L.K.1.B: Use frequently occurring nouns and verbs. L.K.1.C: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). L.K.1.D: Understand and use question words (interrogatives) (e.g., who, what, where, when,

why, how).NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING

AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE

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StandardsCommon Core State Standards (CCSS) - KindergartenEnglish Language Arts (ELA) L.K.1.E: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by,

with). L.K.1.F: Produce and expand complete sentences in shared language activities.

Goal LDC-7: Children respond to and use a growing vocabulary.

Indicators: LDC-7o: Repeat familiar songs, chants, or rhymes. LDC-7p: Use a growing vocabulary that includes

many different kinds of words to express ideas clearly.

LDC-7q: Infer the meaning of different kinds of new words from the context in which they are used (for example, hear “sandals” and “boots” used to describe two pairs of shoes, and infer that the unfamiliar shoes must be sandals because they know that the other pair of shoes are boots)

CCSS Kindergarten ELA Language Standards (L)L.K.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based

on kindergarten reading and content. L.K.4.A: Identify new meanings for familiar words and apply them accurately (e.g., knowing

duck is a bird and learning the verb to duck). L.K.4.B: 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.L.K.5: With guidance and support from adults, explore word relationships and nuances in word

meanings. L.K.5.A: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the

concepts the categories represent. L.K.5.B: Demonstrate understanding of frequently occurring verbs and adjectives by relating

them to their opposites (antonyms). L.K.5.C: Identify real-life connections between words and their use (e.g., note places at school

that are colorful). L.K.5.D: Distinguish shades of meaning among verbs describing the same general action (e.g.,

walk, march, strut, prance) by acting out the meanings.L.K.6: Use words and phrases acquired through conversations, reading and being read to, and

responding to texts


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Subdomain: Foundations of ReadingNC Foundations for Early Learning and Development


Goal LDC-8: Children develop interest in books and motivation to read.

Indicators: LDC-8m: Engage in reading behaviors independently

with increased focus for longer periods of time. LDC-8n: Use and share books and print in their play. LDC-8o: Listen to and discuss increasingly complex

storybooks, information books, and poetry.

CCSS Kindergarten ELA Reading Standards for Literature (RL)RL.K.10: and RI.K.10: Actively engage in group reading activities with purpose and

understanding.CCSS Kindergarten ELA Speaking & Listening Standards (SL)SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten

topics and texts with peers and adults in small and larger groups. SL.K.1.A: Follow agreed-upon rules for discussions (e.g., listening to others and taking

turns speaking about the topics and texts under discussion). SL.K.1.B: Continue a conversation through multiple exchanges.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.

Goal LDC-9: Children comprehend and use information presented in books and other print media.

Indicators: LDC-9o: Imitate the special language in storybooks and

story dialogue with accuracy and detail. LDC-9p: Use informational texts and other media to

learn about the world and infer from illustrations by, asking questions and talking about the information.

LDC-9q: Use knowledge of the world to make sense of more challenging texts.

LDC-9r: Relate personal experiences to an increasing variety of events described in familiar and new books.

LDC-9s: Ask more focused and detailed questions about a story or the information in a book.

LDC-9t: Discuss story books by responding to questions about what is happening and predicting what will happen next.

CCSS Kindergarten ELA Reading Standards for Literature (RL)RL.K.1: With prompting and support, ask and answer questions about key details in a text.RL.K.2: With prompting and support, retell familiar stories, including key details.RL.K.3: With prompting and support, identify characters, settings, and major events in a story.RL.K.4: Ask and answer questions about unknown words in a text.RL.K.5: Recognize common types of texts (e.g., storybooks, poems).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.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.10: Actively engage in group reading activities with purpose and understanding.CCSS Kindergarten ELA Reading Standards for Informational Text (RI)RI.K.1: With prompting and support, ask and answer questions about key details in a text.RI.K.2: With prompting and support, identify the main topic and retell key details of a text.RI.K.3: With prompting and support, describe the connection between two individuals,

events, ideas, or pieces of information in a text.RI.K.4: With prompting and support, ask and answer questions about unknown words in a

text.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.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


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depicts).RI.K.8: With prompting and support, identify the reasons an author gives to support points in

a text.RL.K.9: With prompting and support, compare and contrast the adventures and experiences

of characters in familiar stories.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).RI.K.10: Actively engage in group reading activities with purpose and understanding.

GOAL LDC-10: Children develop book knowledge and print awareness.

Indicators: LDC-10k: Hold a book upright while turning pages one

by one from front to back. LDC-10l: Recognize print in different forms for a variety

of functions (writing message to friend, pointing to print and saying, “Those words tell the story.”).

LDC-10m: Recognize print and symbols used to organize classroom activities and show understanding of their meaning (put toys in box with correct symbol and name; check sign-up sheet for popular activity; check schedule to learn next activity).

LDC-10n: With prompting and support, run their finger under or over print as they pretend to read text.

LDC-10o: Demonstrate understanding of some basic print conventions (the concept of what a letter is, the concept of words, directionality of print).

LDC-10p: Identify their name and the names of some friends when they see them in print.

CCSS Kindergarten ELA Reading Standards for Informational Text (RI)RI.K. 5: Identify the front cover, back cover, and title page of a book.CCSS Kindergarten ELA Foundational Reading (RF)RF.K.1: Demonstrate understanding of the organization and basic features of print. RF.K.1.A: Follow words from left to right, top to bottom, and page by page. RF.K.1.B: Recognize that spoken words are represented in written language by specific

sequences of letters. RF.K.1.C: Understand that words are separated by spaces in print. RF.K.1.D: Recognize and name all upper- and lowercase letters of the alphabet.

Goal LDC-11: Children develop phonological awareness.Indicators: LDC-11i: Enjoy rhymes and word play, and sometimes

add their own variations. LDC-11j: Repeat a variety of rhythmic patterns in poems

and songs using words, clapping, marching, and/or using instruments to repeat the rhythm or beat syllables.

LDC-11k: Play with the sounds of language, identify a variety of rhymes, create some rhymes, and recognize the first sounds in some words.

CCSS Kindergarten ELA Foundational Reading (RF)RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.K.2.A: Recognize and produce rhyming words. RF.K.2.B: Count, pronounce, blend, and segment syllables in spoken words. RF.K.2.C: Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2.D: 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/.)

RF.K.2.E: Add or substitute individual sounds (phonemes) in simple, one-syllable words to


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LDC-11l: Associate sounds with specific words, such as awareness that different words begin with the same sound.

make new words

Goal LDC-12: Children begin to develop knowledge of the alphabet and the alphabetic principal.

Indicators: LDC-12e: Demonstrate an interest in learning the

alphabet. LDC-12f: Show they know that letters function to

represent sounds in spoken words. LDC-12g: Recognize and name several letters of the

alphabet, especially those in their own name and in the names of others who are important to them.

LDC-12h: Make some sound-to-letter matches, using letter name knowledge (notice the letter B with picture of ball and say “ball”; say “a- a- apple.”).

LDC-12i: Associate sounds with the letters at the beginning of some words, such as awareness that two words begin with the same letter and the same sound.

CCSS Kindergarten ELA Foundational Reading (RF)RF.K.3: Know and apply grade-level phonics and word analysis skills in decoding words. 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. RF.K.3.B: Associate the long and short sounds with the common spellings (graphemes) for

the five major vowels. RF.K.3.C: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is,

are, do, does). RF.K.3.D: Distinguish between similarly spelled words by identifying the sounds of the

letters that differ.


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Subdomain: Foundations for WritingNC Foundations for Early Learning and Development Standards Common Core State Standards (CCSS) - Kindergarten

English Language Arts (ELA)Goal LDC-13: Children use writing and other symbols to record

information and communicate for a variety of purposes.Indicators: LDC-13f: Represent thoughts and ideas in drawings and by

writing letters or letter-like forms. LDC-13g: Communicate their thoughts for an adult to write. LDC-13h: Independently engage in writing behaviors for

various purposes (e.g., write symbols or letters for names, use materials at writing center, write lists with symbols/letters in pretend play, write messages that include letters or symbols).

CCSS Kindergarten ELA Writing Standards (W) 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 . .).

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.

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.

Goal LDC-14: Children use knowledge of letters in their attempts to write.

Indicators: LDC-14c: Use known letters and approximations of letters

to write their own name and some familiar words. LDC-14d: Try to connect the sounds in a spoken word with

letters in the written word (write “M” and say “This is Mommy.”).

CCSS Kindergarten ELA Language Standards (L)L.K.2: Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing. L.K.2.A: Capitalize the first word in a sentence and the pronoun I. L.K.2.B: Recognize and name end punctuation. L.K.2.C: Write a letter or letters for most consonant and short-vowel sounds

(phonemes). L.K.2.D: Spell simple words phonetically, drawing on knowledge of sound-letter

relationships


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Subdomain: Foundations for WritingNC Foundations for Early Learning and Development Standards Common Core State Standards (CCSS) - Kindergarten

English Language Arts (ELA)Goal LDC-15: Children use writing skills and writing conventions.Indicators: LDC-15i: Use a variety of writing tools and materials with

increasing precision.

LDC-15j: Imitate adult writing conventions that they have observed (write groups of letter-like forms separated by spaces, try to write on a line, press Enter key on computer after typing a series of “words”).

LDC-15k: Use some conventional letters in their writing.

CCSS Kindergarten ELA Language Standards (L)L.K.1: Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking. L.K.1.A: Print many upper- and lowercase letters. L.K.1.B: Use frequently occurring nouns and verbs. L.K.1.C: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish,

wishes). L.K.1.D: Understand and use question words (interrogatives) (e.g., who, what,

where, when, why, how). L.K.1.E: Use the most frequently occurring prepositions (e.g., to, from, in, out, on,

off, for, of, by, with). L.K.1.F: Produce and expand complete sentences in shared language activities.CCSS Kindergarten ELA Writing Standards (W) 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.CCSS Kindergarten ELA Writing Standards (W) W.K.5: With guidance and support from adults, respond to questions and suggestions

from peers and add details to strengthen writing as needed.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).W.K.8: With guidance and support from adults, recall information from experiences or

gather information from provided sources to answer a question


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Domain: Cognitive Development

Subdomain: Construction of Knowledge: Thinking and ReasoningNC Foundations for Early Learning and Development Standards

North Carolina Essential Standards (NCES) – Kindergarten (K)

Goal CD-1: Children use their senses to construct knowledge about the world around them.Indicators: CD-1k: Explore objects, tools, and materials

systematically to learn about their properties (weigh an object, observe something from the top of the object to the bottom)

CD-1l: Express knowledge gathered through their senses using play, art, language, and other forms of representation

CD-1m: Distinguish appearance from reality (the person behind a mask is still the same person; recognize that a fantasy story could not be real)

CD-1n: Organize and use information through matching, grouping, and sequencing

NCES Arts Education - Visual Arts – Visual Literacy (V)K.V.1: Use the language of visual arts to communicate effectively. K.V.1.1: Identify various art materials and tools. K.V.1.3: Recognize various symbols and themes in daily life.K.V.2: Apply creative and critical thinking skills to artistic expression. K.V.2.2: Use sensory exploration of the environment as a source of imagery.K.V.3: Create art using a variety of tools, media, and processes, safely and appropriately. K.V.3.1: Use a variety of tools safely and appropriately to create art.NCES Arts Education – Visual Arts – Contextual Relevancy (CX)K.CX.1: Understand the global, historical, societal, and cultural contexts of the visual arts. K.CX.1.5: Recognize that an artist’s tools and media come from natural and human-made

resources.NCES Arts Education – Dance – Responding (R)K.R.1: Use a variety of thinking skills to analyze and evaluate dance.NCES Arts Education – Dance - Creation and Performance (CP)K.CP.1: Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. K.CP.1.1: Identify components of the elements of dance movement (body, time, space, energy). K.CP.1.2: Execute spontaneous movement during improvisational explorations K.CP.1.3: Understand that dance has a beginning, middle, and end. K.CP.1.4: Create dance movement to represent words, ideas, experiences, and feelings.K.CP.2: Understand how to use performance values (kinesthetic awareness, concentration, focus, and etiquette) to enhance dance performance.

Goal CD-2: Children recall information and use it for new situations and problems.Indicators: CD-2u: Demonstrate their ability to apply what they

know about everyday experiences to new situations CD-2v: Describe past events in an organized way,

including details or personal reactions

NCES Arts Education - Visual Arts – Visual Literacy (V)K.V.2: Apply creative and critical thinking skills to artisticexpression K.V.2.2: Use sensory exploration of the environment as a source of imagery.NCES Arts Education – Visual Arts – Contextual Relevancy (CX)K.CX.2: Understand the interdisciplinary connections and life applications of the visual arts. K.CX.2.1: Identify examples of functional objects of art in the immediate environment, including


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CD-2w: Improve their ability to make predictions and explain why things happen using what they know

CD-2x: Introduce more elaborate or detailed ideas or actions into play based on previous knowledge or experience

CD-2y: Try to reach logical conclusions (including conclusions regarding cause and effect) about familiar situations and materials, based on information gathered with their senses

home and school.NCES Arts Education – Dance – Responding (R)K.R.1: Use a variety of thinking skills to analyze and evaluate dance. K.R.1.1: Identify examples of movement skills and elements observed in dance performed by

peers. K.R.1.2: Interpret the meaning of various dance movements and dances.NCES Arts Education – Dance – Connecting (C)K.C.1: Understand cultural, historical, and interdisciplinary connections with dance. K.C.1.2: Recognize connections between dance and concepts in other curricular areas.NCES Arts Education – Visual Arts – Critical Response (CR)K.CR.1: Understand global, interdisciplinary, and 21st century connections with music. K.CR.1.2: Recognize the relationships between music and concepts from other areas.

Goal CD-3: Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions.Indicators: CD-3i: Use language to identify pretend or fantasy

situations (say,” Let’s pretend we’re going on a trip.” “That’s a pretend story.”)

CD-3j: Express understanding that others may have different thoughts, beliefs, or feelings than their own. (I like ketchup and you don’t).

CD-3k: Use language to describe their thinking processes with adult support.

NCES Arts Education - Visual Arts – Visual Literacy (V)K.V.2: Apply creative and critical thinking skills to artistic expression. K.V.2.1: Recognize that artists may view or interpret art differently.NCES Arts Education – Theatre Arts – Analysis (A)K.A.1: Analyze literary texts and performances. K.A.1.1: Recall the basic parts of a story, such as characters, setting, and events. K.A.1.2: Analyze events in relationship to the setting where they take place in formal and

informal productions.NCES Arts Education – Visual Arts – Critical Response (CR)K.CR.1: Use critical analysis to generate responses to a variety of prompts. K.CR.1.2: Explain personal art in terms of media and process.NCES Arts Education – Dance – Responding (R)K.R.1: Use a variety of thinking skills to analyze and evaluate dance. K.R.1.2: Interpret the meaning of various dance movements and dances.NCES Arts Education – Dance – Connecting (C)K.C.1: Understand cultural, historical, and interdisciplinary connections with dance. K.C.1.1: Use dance to illustrate how people express themselves differently. K.C.1.2: Recognize connections between dance and concepts in other curricular areas.NCES Arts Education – Dance - Creation and Performance (CP)K.CP.1: Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. K.CP.1.1: Identify components of the elements of dance movement (body, time, space, energy).


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K.CP.1.2: Execute spontaneous movement during improvisational explorations K.CP.1.3: Understand that dance has a beginning, middle, and end. K.CP.1.4: Create dance movement to represent words, ideas, experiences, and feelings.K.CP.2: Understand how to use performance values (kinesthetic awareness, concentration, focus, and etiquette) to enhance dance performance.


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Subdomain: Creative ExpressionNC Foundations for Early Learning and Development

StandardsNorth Carolina Essential Standards (NCES)

Goal CD-4: Children demonstrate appreciation for different forms of artistic expression.Indicators: CD-4i: Express pleasure in different forms of art (call

something “pretty,” express preferences, choose to look at book of photographs or listen to music again)

CD-4j: Participate in, describe and ask questions about art, music, dance, drama, or other aesthetic experiences (describe dancers spinning round and round; talk about colors in a painting)

CD-4k: Use art-specific vocabulary to express ideas and thoughts about artistic creations more clearly (“we need a stage for our puppet show”).

NCES Arts Education - Visual Arts – Visual Literacy (V)K.V.1: Use the language of visual arts to communicate effectively. K.V.1.4: Understand characteristics of the Elements of Art, including lines, shapes, colors,

and texture. K.V.1.5: Recognize characteristics of the Principles of Design, including repetition and

contrast.NCES Arts Education – Visual Arts – Contextual Relevancy (CX)K.CX.1: Understand the global, historical, societal, and cultural contexts of the visual arts. K.CX.1.1: Use visual arts to illustrate how people express themselves differently.NCES Arts Education – Visual Arts – Critical Response (CR)K.CR.1: Use critical analysis to generate responses to a variety of prompts. K.CR.1.1: Identify the lines, colors, and shapes in works of art. K.CR.1.2: Explain personal art in terms of media and process.NCES Arts Education – Dance – Responding (R)K.R.1: Use a variety of thinking skills to analyze and evaluate dance. K.R.1.2: Interpret the meaning of various dance movements and dances.NCES Arts Education – Dance – Connecting (C)K.C.1: Understand cultural, historical, and interdisciplinary connections with dance. K.C.1.1: Use dance to illustrate how people express themselves differently. K.C.1.2: Recognize connections between dance and concepts in other curricular areas.NCES Arts Education – Music – Musical Response (MR)K.MR.1: Understand the interacting elements to respond to music and music performances. K.MR.1.1: Use singing, playing, and/or moving to respond to a variety of musical ideas. K.MR.1.2: Recognize contrasts in music, such as high/low pitch, loud/soft dynamics,

fast/slow tempo, and same/different sections of music.NCES Arts Education – Dance - Creation and Performance (CP)K.CP.1: Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. K.CP.1.1: Identify components of the elements of dance movement (body, time, space,

energy). K.CP.1.2: Execute spontaneous movement during improvisational explorations K.CP.1.3: Understand that dance has a beginning, middle, and end. K.CP.1.4: Create dance movement to represent words, ideas, experiences, and feelings. K.CP.2: Understand how to use performance values (kinesthetic awareness, concentration,

focus, and etiquette) to enhance dance performance.NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING

AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE

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Goal CD-5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama and dance.Indicators: CD-5r: Choose to participate and express themselves

through a variety of creative experiences, such as art, music, movement, dance, and dramatic play

CD-5s: Plan and act out scenes based on books, stories, everyday life, and imagination

CD-5t: Plan and complete artistic creations such as drawings, paintings, collages, and sculptures

CD-5u: Recall and imitate different musical tones, rhythms, rhymes, and songs as they make music or participate in musical activities (clap previous beat to a new song)

CD-5v: Recall and imitate patterns of beat, rhythm, and movement as they create dances or participate in movement and dance activities

NCES Arts Education - Visual Arts – Visual Literacy (V)K.V.1: Use the language of visual arts to communicate effectively. K.V:1.2: Create original art that expresses ideas about oneself.K.V.2: Apply creative and critical thinking skills to artistic expression. K.V.2.3: Create original art that does not rely on copying or tracing.K.V.3: Create art using a variety of tools, media, and processes, safely and appropriately. K.V.3.2: Use a variety of media to create art. K.V.3.3: Use the processes of drawing, painting, weaving, printing, collage, mixed media,

sculpture, and ceramics to create art.NCES Arts Education – Dance – Responding (R)K.R.1: Use a variety of thinking skills to analyze and evaluate dance.NCES Arts Education – Dance – Connecting (C)K.C.1: Understand cultural, historical, and interdisciplinary connections with dance. K.C.1.1: Use dance to illustrate how people express themselves differently.K.C.1: Use movement, voice, and writing to communicate ideas and feelings. K.C.1.1: Use non-verbal expression to communicate movement elements.

K.C.1.2: Recognize how vocal variety is used to demonstrate feelings. K.C.1.3: Use drawing (pre-writing) to communicate the main idea of stories.K.C.2: Use performance to communicate ideas and feelings. K.C.2.1: Use dramatic play to improvise stories and situations. K.C.2.2: Use dramatic play to re-enact stories from texts read aloud.NCES Arts Education – Music – Musical Literacy (ML)K.ML.1: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. K.ML.1.1: Exemplify proper technique when singing and playing a variety of music. K.ML.1.2: Use accurate pitch to imitate two-pitch melodic patterns. K.ML.1.3: Execute simple rhythms using body, instruments, or voice. K.ML.1.4: Recognize how music changes (such as dynamics and tempo). K.ML.1.5: Illustrate a steady beat.K.ML.2: Interpret the sound and symbol systems of music. K.ML.2.1: Interpret iconic symbols for rhythms. K.ML.2.2: Recognize iconic symbols for at least two different pitches. K.ML.2.3: Recognize by sound quarter notes and quarter rest durations.K.ML.3: Create music using a variety of sound and notational sources.


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K.ML.3.1: Use improvisation to produce one-phrase responses using two different pitches

K.ML.3.2: Select vocal and/or instrumental sounds to accompany readings, stories or dramatizations.

K.ML.3.3: Create patterns that illustrate a steady beat.NCES Arts Education – Music – Musical Response (MR)K.MR.1: Understand the interacting elements to respond to music and music performances. K.MR.1.1: Use singing, playing, and/or moving to respond to a variety of musical ideas. K.MR.1.2: Recognize contrasts in music, such as high/low pitch, loud/soft dynamics,

fast/slow tempo, and same/different sections of music. K.MR.1.4: Illustrate different vocal timbres by type (whispering, speaking, singing, and

shouting).NCES Arts Education – Dance - Creation and Performance (CP)K.CP.1: Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. K.CP.1.1: Identify components of the elements of dance movement (body, time, space,

energy). K.CP.1.2: Execute spontaneous movement during improvisational explorations K.CP.1.3: Understand that dance has a beginning, middle, and end. K.CP.1.4: Create dance movement to represent words, ideas, experiences, and feelings.K.CP.2: Understand how to use performance values (kinesthetic awareness, concentration, focus, and etiquette) to enhance dance performance.


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Subdomain: Social ConnectionsNC Foundations for Early Learning and Development

StandardsNorth Carolina Essential Standards (NCES) – Kindergarten(K)

Goal CD-6: Children demonstrate knowledge of relationships and roles within their own families, homes, classrooms and communities.Indicators: CD-6k: Talk about a wide circle of family members and

other people important to the family, their relationships to each other, and shared experiences.

CD-6l: Adopt roles of a wide variety of family and community members during dramatic play, using props, language and actions to add detail to their play.

CD-6m: Recognize and identify the roles of a wide variety of community helpers (police, fire fighters, garbage collectors, doctors, dentists).

NCES Social Studies - Economics and Financial Literacy (E)K.E.1: Understand basic economic concepts. K.E.1.1: Explain how families have needs and wants. K.E.1.2: Explain how jobs help people meet needs and wants

Goal CD-7: Children recognize that they are members of different groups (e.g. family, preschool class, cultural group).Indicators: CD-7e: Identify and express self as a part of several groups

(e.g., family, preschool class, faith community)

NCES Social Studies – Culture (C)K.C.1: Understand how individuals are similar and different. K.C.1.1 Explain similarities in self and others.

Goal CD-8: Children identify and demonstrate acceptance of similarities and differences between themselves and others.Indicators: CD-8f: Show acceptance of people who are different from

themselves as well as people who are similar. CD-8g: Talk about how other children have different

family members and family structures than their own. (“I live with my Grandma and Shanika lives with her Mom and Dad.” “David’s dad works but my Daddy stays home and takes care of me.”).

CD-8h: Show acceptance of different cultures through exploration of varying customs and traditions, past and present (how people dress, how people speak, food, music, art, etc.).

NCES Arts Education – Dance – Connecting (C)K.C.1: Understand cultural, historical, and interdisciplinary connections with dance.NCES Arts Education – Visual Arts – Critical Response (CR)K.CR.1: Understand global, interdisciplinary, and 21st century connections with music. K.CR.1.1: Use music to illustrate how people express themselves differently.NCES Arts Education – Visual Arts – Contextual Relevancy (CX)K.CX.1: Understand the global, historical, societal, and cultural contexts of the visual arts. K.CX.1.1: Use visual arts to illustrate how people express themselves differently.NCES Theatre Arts – Culture (CU)K.CU.1: Analyze theatre in terms of the social, historical, and cultural contexts in which it was created. K.CU.1.1: Use theatre arts to illustrate how people express themselves differently. K.CU.1.2: Identify the cultural/historical contexts of stories that are acted out.K.CU.2: Understand the traditions, roles, and conventions of theatre as an art form.


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Subdomain: Social ConnectionsNC Foundations for Early Learning and Development

StandardsNorth Carolina Essential Standards (NCES) – Kindergarten(K)

K.CU.2.1: Understand how to attend to others when they are sharing.K.CU.2.2: Recognize the role of the director or acting coach.NCES Social Studies – Culture (C)K.C.1: Understand how individuals are similar and different. K.C.1.2 Explain the elements of culture (e.g., how people speak, how people dress, foods they

eat, etc.).Goal CD-9: Children explore concepts connected with their daily experiences in their community.Indicators: CD-9f: Describe characteristics of the places where they

live and play (“My house is big and there are trees in my yard.” “The playground has swings and a sandbox).

CD-9g: Observe and talk about changes in themselves and their families over time.

CD-9h: Observe and talk about how people adapt to seasons and weather conditions (put out salt in icy weather, wear rain gear).

CD-9i: Show awareness of the basic needs all families have (food, shelter, clothing) and how needs are met (work, help each other).

CD-9j: Demonstrate positive social behaviors and take personal responsibility as a member of a group (share, take turns, follow rules, take responsibility for classroom jobs

NCES Arts Education – Visual Arts – Contextual Relevancy (CX)K.CX.1: Understand the global, historical, societal, and cultural contexts of the visual arts. K.CX.1.2: Recognize that art can depict something from the past (long ago) or present

(today).NCES Social Studies – History (H)K.H.1: Understand change over time. K.H.1.1: Explain how people change over time (e.g., self and others). K.H.1.2: Explain how seasons change over time. K.H.1.3: Explain the impact of how life events bring change (e.g., a new sibling, moving to a

new house, a new job, a new school, etc.).

NCES Social Studies - Geography and Environmental Literacy (G)K.G.1: Use geographic representations and terms to describe surroundings. K.H.1.1: Use maps to locate places in the classroom, school and home. K.H.1.2: Use globes and maps to locate land and water features. K.H.1.3: Identify physical features (e.g., mountains, hills, rivers, lakes, roads, etc.). K.H.1.4: Identify locations in the classroom using positional words (e.g., near/far, left/right,

above/beneath, etc.).K.G.2: Understand the interaction between humans and the environment. K.G.2.1: Explain how people adapt to weather conditions. K.G.2.2: Explain ways people use environmental resources to meet basic needs and wants

(e.g., shelter, food, clothing, etc.).NCES Social Studies - Civics and Government (C & G)K.C&G.1: Understand the roles of a citizen. K.C&G.1.1: Exemplify positive relationships through fair play and friendship. K.C&G.1.2: Explain why citizens obey rules in the classroom, school, home and neighborhood.

Subdomain: Mathematical Thinking and Expression


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NC Foundations for Early Learning and Development Standards

Common Core State Standards (CCSS) - Kindergarten (K)

Goal CD-10: Children show understanding of numbers and quantities during play and other activities.Indicators: CD-10n: Rote count in order to 20 with increasing

accuracy. CD-10o: Without counting, state the number of objects

in a small collection (1-3) (when a friend holds up two fingers, look at her hand and say, “Two fingers” without counting)

CD-10p: Count up to 10 objects arranged in a line using one-to-one correspondence with increasing accuracy, and answer the question “How many?”

CD-10q: Given a number 0-5, count out that many objects

CD -10r: Compare the amount of items in small sets of objects (up to 5 objects) by matching or counting and use language such as “more than” and “less than” to describe the sets of objects.

CD-10s: Show they understand that putting two groups of objects together will make a bigger group and that a group of objects can be taken apart into smaller groups.

CD-10t: Write numerals or number like forms during play and daily activities.

CD-10u: Match numerals 1-5 to sets of objects, with guidance and support

CD-10v: Recognize some numerals and attempt to write them during play and daily activities.

CD-10w: Show understanding of first, next, and last during play and daily activities (answer questions about who is first and last to slide down the slide; say, “The engine is first, and the caboose is last” when making a train)

CCSS Mathematics - Counting and Cardinality (CC)K.CC.A.1: Count to 100 by ones and by tens.K.CC.A.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).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).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. (Note: Include groups with up to ten objects.KCC.C.7: Compare two numbers between 1 and 10 presented as written numerals.CCSS Mathematics - Operations and Algebraic Thinking(OA)K.OA.A.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Note: Drawings need not show details, but should show the mathematics in the problem – this applies wherever drawings are mentioned in the Standards.)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.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).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.K.OA.A.5: Fluently add and subtract within 5.

CCSS Mathematics – Measurement and Data (MD)K.MD.A.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.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.K.MD.B.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Goal CD-11: Children compare, sort, group, organize, and measure objects and create patterns in their everyday environment.Indicators:

CCSS Mathematics – Measurement and Data (MD)K.MD.A.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.K.MD.A.2: Directly compare two objects with a measurable attribute in common, to see which


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CD-11l: Use descriptive language for size, length, or weight (short, tall, long, heavy, big)

CD-11m: Use simple measurement tools with guidance and support to measure objects (a ruler, measuring cup, scale).

CD-11n: Directly compare more than two objects by size, length, or weight, (“That rock is heavier than these others; I can’t lift it.” Look at three strings that are different lengths and select the longest string).

CD-11o: Put a few objects in order by length (arrange a group of 3 blocks in order from the shortest to the longest).

CD-11p: Sort a group of objects (0-10) using one attribute (color, size, shape, quantity) with increasing accuracy (sort blocks by shape and placing like-shaped blocks on the shelf; sort beads by color).

CD-11q: Duplicate and extend simple patterns using concrete objects (look at a pattern of beads and tell what bead comes next in the pattern)

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.K.MD.B.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Goal CD-12: Children Identify and use common shapes and concepts about position during play and other activities. C-Indicators: CD-12k: Consistently use a variety of words for positions

in space, and follow directions using these words. CD-12l: Use 2- and 3-dimensional shapes to represent

real-world objects (“We are building a castle and we need a round block for the tunnel.” “I glued a circle and a square on my picture to make a house.”).

C-12m: Name basic shapes and describe their characteristics using descriptive and geometric attributes (“That’s a triangle; it’s pointy,” “It’s a circle because it is round.”

CCSS Mathematics – Geometry (G)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.K.G.A.2: Correctly name shapes regardless of their orientations or overall sizeK.G.A.3: Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).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).K.G.B.5: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapesK.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?”CCSS Mathematics – Measurement and Data (MD)K.MD.A.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.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


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compare the heights of two children and describe one child as taller/shorter.Goal CD-13: Children use mathematical thinking to solve problems in their everyday environment.Indicators: CD-13e: Seek answers to questions during play and daily

activities using an increasing variety of mathematical strategies.

CD-13f: Use observation and counting with increasing accuracy to answer questions such as “How many do we need?” and “How many more do we need?” during play and other daily activities (count new children to see how many more plates needed for snack; return extra drinks to cooler at picnic to arrive at the correct number).

CD-13g: Use drawing and concrete materials to represent an increasing variety of mathematical ideas (draw shapes to represent pattern; stack different colored blocks to represent classmates’ answers to a survey questions).

CD-13h: Begin to explain how a mathematical problem was solved (“I saw that there was always a blue flower after a red flower so I knew to put a blue flower next.” “I counted four friends who didn’t have cookies so I got four more.”

CCSS Mathematics - Operations and Algebraic Thinking(OA)K.OA.A.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Note: Drawings need not show details, but should show the mathematics in the problem – this applies wherever drawings are mentioned in the Standards.)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.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).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.K.OA.A.5: Fluently add and subtract within 5.CCSS Mathematics – Measurement and Data (MD)K.MD.A.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.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.K.MD.B.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Subdomain: Scientific Exploration and KnowledgeNC Foundations for Early Learning and Development Standards


Goal C-14: Children observe and describe characteristics of living things and the physical world.Indicators:

CD-14k: Collect items from nature (rocks, leaves, insects) and classify them using physical characteristics (color, size, shape, texture).

CD-14l: Notice and react to the natural world and the outdoor environment.

CD-14m: Describe some things plants and animals need to

NCES Science – Physical Science (P)K.P.1: Understand the positions and motions of objects and organisms observed in the environment.

K.P.1.1: Compare the relative position of various objects observed in the classroom and outside using position words such as: in front of, behind, between, on top of, under, above, below and beside.

K.P.1.2: Give examples of different ways objects and organisms move (to include falling to the ground when dropped ): Straight, Zigzag, Round and round

K.P.2: Understand how objects are described based on their physical properties and how they


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live and grow (sunlight, water, food).CD-14n: Take responsibility for the care of living things

(independently feed classroom pet as daily chore, water plant when dry, weed vegetable garden).

CD-14o: Notice and describe weather conditions, position of the sun and moon at different times, and seasonal changes.

CD-14p: Notice, describe, and attempt to explain properties of materials and changes in substances (metal railing is hot because the sun shines on it; ice melts when it gets warmer).

CD-14q: Participate in activities that help to care for the environment and explain why they are important with guidance and support (gathering cans for recycling, planting trees).

are used. K.P.2.1: Classify objects by observable physical properties (including size, color, shape,

texture, weight and flexibility). K.P.2.2: Compare the observable physical properties of different kinds of materials (clay,

wood, cloth, paper, etc.) from which objects are made and how they are used.NCES Science – Earth Science (E)K.E.1: Understand change and observable patterns of weather that occur from day to day and throughout the year. K.E.1.1: Infer that change is something that happens to many things in the environment

based on observations made using one or more of their senses. K.E.1.2: Summarize daily weather conditions noting changes that occur from day to day and

throughout the year. K.E.1.3: Compare weather patterns that occur from season to season.NCES Science – Life Science (L)K.L.1: Compare characteristics of animals that make them alike and different from other animals and nonliving things. (i.e. types of dogs, different types of cats, etc.) to determine individual differences within a particular type of animal. K.L.1.2: Compare characteristics of living and nonliving things in terms of their: Structure,

GrowthGoal C-15: Children explore the natural world by observing, manipulating objects, asking questions, making predictions, and developing generalizations.Indicators: CD-15n: Represent what they learn during scientific

exploration through drawing, modeling, building, movement, or other methods

CD-15o: Ask questions to identify ways to find answers (look in a book, use the computer, try something and watch what happens)

CD-15p: Compare objects, materials, and phenomena by observing and describing their physical characteristics

CD-15q: Use an increasing variety of tools to investigate the world around them (measuring tools, balance, prism, droppers)

NCES Science – Physical Science (P)K.P.1: Understand the positions and motions of objects and organisms observed in the environment. K.P.1.1: Compare the relative position of various objects observed in the classroom and

outside using position words such as: in front of, behind, between, on top of, under, above, below and beside.

K.P.1.2: Give examples of different ways objects and organisms move (to include falling to the ground when dropped): straight, zigzag, round and round, back and forth, fast and slow

K.P.2: Understand how objects are described based on their physical properties and how they are used. K.P.2.1: Classify object by observable physical properties (including size, color, shape,

texture, weight and flexibility). K.P.2.2: Compare the observable physical properties of different kinds of materials (clay,

wood, cloth, paper, etc.) from which objects are made and how they are used.NCES Science – Earth Science (E)


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CD-15r: Make and check predictions through observations and experimentation, with adult support and guidance

CD-15s: Manipulate the environment to produce desired effects and invent solutions to problems (attach a piece of string to the light switch so they can independently turn off the lights)

K.E.1: Understand change and observable patterns of weather that occur from day to day and throughout the year. K.E.1.1: Infer that change is something that happens to many things in the environment

based on observations made using one or more of their senses. K.E.1.2: Summarize daily weather conditions noting changes that occur from day to day and

throughout the year. K.E.1.3: Compare weather patterns that occur from season to season.NCES Science – Life Science (L)K.L.1: Compare characteristics of animals that make them alike and different from other animals and nonliving things. K.L.1.1: Compare different types of the same animal (i.e. different types of dogs, different

types of cats, etc.) to determine individual differences within a particular type of animal. K.L.1.2: Compare characteristics of living and nonliving things in terms of their: structure,

growth, changes, movement, basic needs


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