Académique Documents
Professionnel Documents
Culture Documents
STANDARD
With prompting and support, ask and answer questions about key details in a
text.
LAFS.K.RL.1.1
LAFS.K.RL.1.2
LAFS.K.RL.1.3
With prompting and support, retell familiar stories, including key details.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
With prompting and support, identify characters, settings, and major events in a
story.
Cognitive Complexity: Level 1: Recall
LAFS.K.RL.2.4
LAFS.K.RL.2.5
LAFS.K.RL.2.6
STANDARD
With prompting and support, ask and answer questions about unknown words in
a text.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
With prompting and support, identify the author and illustrator of a story and
define the role of each in telling the story.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
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).
LAFS.K.RL.3.7
LAFS.K.RL.3.8
STANDARD
LAFS.K.RL.3.9
STANDARD
STANDARD
With prompting and support, ask and answer questions about key details in a
text.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
With prompting and support, identify the main topic and retell key details of a
text.
LAFS.K.RI.1.2
LAFS.K.RI.1.3
With prompting and support, describe the connection between two individuals,
events, ideas, or pieces of information in a text.
With prompting and support, ask and answer questions about unknown words in
a text.
LAFS.K.RI.2.4
LAFS.K.RI.2.5
STANDARD
Identify the front cover, back cover, and title page of a book.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
With prompting and support, identify the author and illustrator of a text and
define the role of each in presenting ideas or information in a text.
LAFS.K.RI.2.6
STANDARD
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).
LAFS.K.RI.3.7
LAFS.K.RI.3.8
With prompting and support, identify the reasons an author gives to support
points in a text.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
LAFS.K.RI.3.9
STANDARD
STANDARD
Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific
sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
LAFS.K.RF.1.1
STANDARD
Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
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/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to
make new words.
LAFS.K.RF.2.2
STANDARD
Know and apply grade-level phonics and word analysis skills in decoding
words.
a. Demonstrate basic knowledge of letter-sound correspondences by producing the
primary or most frequent sound for each consonant.
b. Associate the long and short sounds with the common spellings (graphemes) for the
five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are,
do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters
that differ.
LAFS.K.RF.3.3
Cluster 4: Fluency
STANDARD CODE
LAFS.K.RF.4.4
STANDARD
Read emergent-reader texts with purpose and understanding.
STANDARD
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...).
LAFS.K.W.1.1
LAFS.K.W.1.2
LAFS.K.W.1.3
STANDARD
(Begins in grade 3)
With guidance and support from adults, respond to questions and suggestions
from peers and add details to strengthen writing as needed.
LAFS.K.W.2.5
With guidance and support from adults, explore a variety of digital tools to
produce and publish writing, including in collaboration with peers.
LAFS.K.W.2.6
LAFS.K.W.3.7
STANDARD
Participate in shared research and writing projects (e.g., explore a number of
books by a favorite author and express opinions about them).
Cognitive Complexity: Level 4: Extended Thinking &Complex Reasoning
With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
(Begins in grade 4)
LAFS.K.W.3.8
LAFS.K.W.3.9
STANDARD
Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
LAFS.K.SL.1.1
LAFS.K.SL.1.2
LAFS.K.SL.1.3
Ask and answer questions in order to seek help, get information, or clarify
something that is not understood.
Describe familiar people, places, things, and events and, with prompting and
support, provide additional detail.
LAFS.K.SL.2.4
LAFS.K.SL.2.5
LAFS.K.SL.2.6
STANDARD
LAFS.K.L.1.1
STANDARD
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs;
wish, wishes).
d. Understand and use question words (interrogatives) (e.g., who, what,
where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on,
off, for, of, by, with).
f. Produce and expand complete sentences in shared language activities.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
LAFS.K.L.1.2
STANDARD
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds
(phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter
relationships.
Cognitive Complexity: Level 1: Recall
STANDARD
(Begins in grade 2)
LAFS.K.L.3.4
STANDARD
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g.,
knowing duck is a bird and learning the verb to duck).
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.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
LAFS.K.L.3.5
With guidance and support from adults, explore word relationships and nuances
in word meanings.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense
of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives
by relating them to their opposites (antonyms).
c. Identify real-life connections between words and their use (e.g., note
places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general
action (e.g., walk, march, strut, prance) by acting out the meanings.
Cognitive Complexity: Level 3: Strategic Thinking and Reasoning
LAFS.K.L.3.6
Use words and phrases acquired through conversations, reading and being
read to, and responding to texts.
Cognitive Complexity: Level 1: Recall
MAFS.K.CC.1.1
MAFS.K.CC.1.2
MAFS.K.CC.1.3
STANDARD
Count forward beginning from a given number within the known sequence
(instead of having to begin at 1).
Cognitive Complexity: Level 1: Recall
Read and 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).
Cognitive Complexity: Level 1: Recall
STANDARD
Understand the relationship between numbers and quantities; connect counting
to cardinality.
a. When counting objects, say the number names in the standard order,
pairing each object with one and only one number name and each number
name with one and only one object.
MAFS.K.CC.2.4
b. Understand that the last number name said tells the number of objects
counted. The number of objects is the same regardless of their arrangement
or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is
one larger.
Cognitive Complexity: Level 1: Recall
MAFS.K.CC.2.5
STANDARD
Identify whether the number of objects in one group is greater than, less than, or
equal to the number of objects in another group, e.g., by using matching and
counting strategies.1 (1 Include groups with up to ten objects.)
MAFS.K.CC.3.6
MAFS.K.CC.3.7
Understand addition as putting together and adding to, and understand subtraction as
taking apart and taking from.
STANDARD CODE
STANDARD
Represent addition and subtraction with objects, fingers, mental images, drawings,
sounds (e.g., claps), acting out situations, verbal explanations, expressions, or
equations.
MAFS.K.OA.1.1
Solve addition and subtraction word problems1, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem (1Students are not
required to independently read the word problems.)
MAFS.K.OA.1.2
MAFS.K.OA.1.4
MAFS.K.OA.1.5
MAFS.K.OA.1.a
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.
Fluently add and subtract within 5.
Use addition and subtraction within 10 to solve word problems involving both
addends unknown, e.g., by using objects, drawings, and equations with symbols
for the unknown numbers to represent the problem. (Students are not required to
independently read the word problems.)
Domain:
Cluster 1:
STANDARD CODE
MAFS.K.NBT.1.1
STANDARD
Compose and decompose numbers from 11 to 19 into ten ones and some further
ones, e.g., by using objects or drawings, and record each composition or
decomposition by a drawing or equation (such as 18 = 10 + 8); understand that
these numbers are composed of ten ones and one, two, three, four, five, six,
seven, eight, or nine ones.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
STANDARD CODE
MAFS.K.MD.1.1
STANDARD
Describe measurable attributes of objects, such as length or weight. Describe
several measurable attributes of a single object.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
MAFS.K.MD.1.2
MAFS.K.MD.1.a
Cluster 2:
STANDARD CODE
MAFS.K.MD.2.3
STANDARD
Classify objects into given categories; count the numbers of objects in each
category and sort the categories by count.1 (1 Limit category counts to be less
than or equal to 10.)
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Domain:
Geometry
Cluster 1:
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes,
cones, cylinders, and spheres).
STANDARD CODE
MAFS.K.G.1.1
STANDARD
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.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
MAFS.K.G.1.2
MAFS.K.G.1.3
STANDARD CODE
MAFS.K.G.2.4
Geometry (continued)
STANDARD
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).
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
MAFS.K.G.2.5
Model shapes in the world by building shapes from components (e.g., sticks and
clay balls) and drawing shapes.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
MAFS.K.G.2.6
Compose simple shapes to form larger shapes. For example, Can you join these two triangles with
full sides touching to make a rectangle?
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Benchmark
SC.K.N.1.1
SC.K.N.1.2
SC.K.N.1.3
SC.K.N.1.4
SC.K.N.1.5
A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of
scientifically investigable questions, construction of investigations into those questions, the
collection of appropriate data, the evaluation of the meaning of those data, and the
communication of this evaluation.
B: The processes of science frequently do not correspond to the traditional portrayal of "the
scientific method."
C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in
the generation and validation of scientific knowledge.
D: Scientific knowledge is based on observation and inference; it is important to recognize that
these are very different things. Not only does science require creativity in its methods and
processes, but also in its questions and explanations.
Benchmark
SC.K.E.5.1
SC.K.E.5.2
SC.K.E.5.3
SC.K.E.5.4
SC.K.E.5.5
SC.K.E.5.6
Humans continue to explore Earth's place in space. Gravity and energy influence the formation of
galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's
need to explore continues to lead to the development of knowledge and understanding of our
Solar System.
Explore the Law of Gravity by investigating how objects are pulled toward the
ground unless something holds them up.
Recognize the repeating pattern of day and night.
Recognize that the Sun can only be seen in the daytime.
Observe that sometimes the Moon can be seen at night and sometimes during
the day.
Observe that things can be big and things can be small as seen from Earth.
Observe that some objects are far away and some are nearby as seen from
Earth.
Properties of Matter
BIG IDEA 8: Properties of Matter
Benchmark
SC.K.P.8.1
A. All objects and substances in the world are made of matter. Matter has two fundamental
properties: matter takes up space and matter has mass.
B. Objects and substances can be classified by their physical and chemical properties. Mass is
the amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of
attraction (gravitational force) between an object and Earth.
The concepts of mass and weight are complicated and potentially confusing to elementary
students. Hence, the more familiar term of "weight" is recommended for use to stand for both mass
and weight in grades K-5. By grades 6-8, students are expected to understand the distinction
between mass and weight, and use them appropriately.
Recognize that the shape of materials such as paper and clay can be changed
by cutting, tearing, crumpling, smashing, or rolling.
Forms of Energy
Benchmark
SC.K.P.10.1
Motion of Objects
Benchmark
SC.K.P.12.1
A. Motion is a key characteristic of all matter that can be observed, described, and measured.
B. The motion of objects can be changed by forces.
Investigate that things move in different ways, such as fast, slow, etc.
SC.K.P.13.1
Observe that a push or a pull can change the way an object is moving.
A. All plants and animals, including humans, are alike in some ways and different in others.
B. All plants and animals, including humans, have internal parts and external structures that
function to keep them alive and help them grow and reproduce.
C. Humans can better understand the natural world through careful observation.
Benchmark
SS.K.A.2.1
SS.K.A.2.2
Recognize the importance of celebrations and national holidays as a way of remembering and
honoring people, events, and our nation's ethnic heritage.
SS.K.A.2.3
SS.K.A.2.4
Listen to and retell stories about people in the past who have shown character ideals and principles
including honesty, courage, and responsibility.
SS.K.A.2.5
Benchmark
SS.K.A.3.1
Use words and phrases related to chronology and time to explain how things change and to
sequentially order events that have occurred in school.
SS.K.A.3.2
Explain that calendars represent days of the week and months of the year.
Geography
Benchmark
SS.K.G.1.1
Describe the relative location of people, places, and things by using positional words.
SS.K.G.1.2
Explain that maps and globes help to locate different places and that globes are a model of the Earth.
SS.K.G.1.3
SS.K.G.1.4
Benchmark
SS.K.G.2.1
SS.K.G.2.2
Know one's own phone number, street address, city or town and that Florida is the state in which the
student lives.
Benchmark
SS.K.G.3.1
SS.K.G.3.2
SS.K.G.3.3
Describe and give examples of seasonal weather changes, and illustrate how it affects people and
the environment.
Economics
Benchmark
SS.K.E.1.1
SS.K.E.1.2
SS.K.E.1.3
SS.K.E.1.4
Describe different kinds of jobs that people do and the tools or equipment used.
Recognize that United States currency comes in different forms.
Recognize that people work to earn money to buy things they need or want.
Identify the difference between basic needs and wants.
SS.K.C.1.1
Define and give examples of rules and laws and why they are important.
SS.K.C.1.2
Explain the purpose and necessity of rules and laws at home, school and community.
Benchmark
SS.K.C.2.1
SS.K.C.2.2
Demonstrate that conflicts among friends can be resolved in ways that are consistent with being a
good citizen.
SS.K.C.2.3
Remarks
HE.K.C.1.1
HE.K.C.1.2
HE.K.C.1.3
HE.K.C.1.4
HE.K.C.1.5
Remarks
HE.K.C.2.1
HE.K.C.2.2
HE.K.C.2.3
HE.K.C.2.4
Remarks
to enhance health.
HE.K.B.1.1
HE.K.B.1.2
HE.K.B.1.3
Remarks
HE.K.B.2.1
HE.K.B.2.2
HE.K.B.2.3
HE.K.B.2.4
Remarks
An example of when assistance is needed may include
recreational water facility activities.
Some examples of individual decisions may be following school
rules, getting dressed, practicing good hygiene practice.
HE.K.P.2.1
Remarks
Some examples may include seek a safe environment,
follow directions, seek help, take universal precautions,
brush teeth.
Remarks
Some examples may include play outside, use tissues,
wash hands.