In Kindergarten, children will cover a wide variety of topics. However, each state puts forth academic standards for skills and knowledge kindergarteners should master before moving into first grade. The information below is derived from the kindergarten standards for the state of California.
Click on the headings next to each curriculum section to expand and contract academic areas.
The KinderIQ Online Learning Program is based on California state curriculum standards for Math and Language Arts.
In addition, KinderIQ learning content is aligned with the Common Core State Standards, adopted by over 40 U.S. states and territories.
Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.
1.1 Identify the front cover, back cover, and title page of a book.
1.2 Follow words from left to right and from top to bottom on the printed page.
1.3 Understand that printed materials provide information.
1.4 Recognize that sentences in print are made up of separate words.
1.5 Distinguish letters from words.
1.6 Recognize and name all uppercase and lowercase letters of the alphabet.
1.7 Track (move sequentially from sound to sound) and represent the number, sameness/difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/).
1.8 Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant).
1.9 Blend vowel-consonant sounds orally to make words or syllables.
1.10 Identify and produce rhyming words in response to an oral prompt.
1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds.
1.12 Track auditorily each word in a sentence and each syllable in a word.
1.13 Count the number of sounds in syllables and syllables in words.
1.14 Match all consonant and short-vowel sounds to appropriate letters.
1.15 Read simple one-syllable and high-frequency words (i.e., sight words).
1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).
1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods).
1.18 Describe common objects and events in both general and specific language.
Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, comparing new information to what is already known).
The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight (California Department of Education, 1996) illustrate the quality and complexity of the materials to be read by students.
2.1 Locate the title, table of contents, name of author, and name of illustrator. Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Use pictures and context to make predictions about story content.
2.3 Connect to life experiences the information and events in texts.
2.4 Retell familiar stories.
2.5 Ask and answer questions about essential elements of a text.
Students listen and respond to stories based on well-known characters, themes, plots, and settings.
The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.
3.1 Distinguish fantasy from realistic text.
3.2 Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels).
3.3 Identify characters, settings, and important events.
Students write words and brief sentences that are legible.
1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.
1.2 Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle).
1.3 Write by moving from left to right and from top to bottom.
1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters.
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
Students write and speak with a command of standard English conventions.
1.1 Recognize and use complete, coherent sentences when speaking.
1.2 Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of letter names.
Students listen and respond to oral communication. They speak in clear and coherent sentences.
1.1 Understand and follow one- and two-step oral directions.
1.2 Share information and ideas, speaking audibly in complete, coherent sentences.
Students deliver brief recitations and oral presentations about familiar experiences or interests, demonstrating command of the organization and delivery strategies outlined in Listening and Speaking Standard 1.0.
2.1 Describe people, places, things (e.g., size, color, shape), locations, and actions.
2.2 Recite short poems, rhymes, and songs.
2.3 Relate an experience or creative story in a logical sequence.
By the end of kindergarten, students understand small numbers, quantities, and simple shapes in their everyday environment. They count, compare, describe and sort objects, and develop a sense of properties and patterns.
(i.e., that a set of objects has the same number of objects in different situations regardless of its position or arrangement):
1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other.
1.2 Count, recognize, represent, name, and order a number of objects (up to 30).
1.3 Know that the larger numbers describe sets with more objects in them than the smaller numbers have.
2.1 Use concrete objects to determine the answers to addition and subtraction problems (for two numbers that are each less than 10).
3.1 Recognize when an estimate is reasonable.
1.1 Identify, sort, and classify objects by attribute and identify objects that do not belong to a particular group (e.g., all these balls are green, those are red).
1.1 Compare the length, weight, and capacity of objects by making direct comparisons with reference objects (e.g., note which object is shorter, longer, taller, lighter, heavier, or holds more).
1.2 Demonstrate an understanding of concepts of time (e.g., morning, afternoon, evening, today, yesterday, tomorrow, week, year) and tools that measure time (e.g., clock, calendar).
1.3 Name the days of the week.
1.4 Identify the time (to the nearest hour) of everyday events (e.g., lunch time is 12 o'clock; bedtime is 8 o'clock at night).
2.1 Identify and describe common geometric objects (e.g., circle, triangle, square, rectangle, cube, sphere, cone).
2.2 Compare familiar plane and solid objects by common attributes (e.g., position, shape, size, roundness, number of corners).
1.1 Pose information questions; collect data; and record the results using objects, pictures, and picture graphs.
1.2 Identify, describe, and extend simple patterns (such as circles or triangles) by referring to their shapes, sizes, or colors.
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools and strategies, such as manipulatives or sketches, to model problems.
2.1 Explain the reasoning used with concrete objects and/or pictorial representations.
2.2 Make precise calculations and check the validity of the results in the context of the problem.
a. Students know objects can be described in terms of the materials they are made of (e.g., clay, cloth, paper) and their physical properties (e.g., color, size, shape, weight, texture, flexibility, attraction to magnets, floating, sinking).
b. Students know water can be a liquid or a solid and can be made to change back and forth from one form to the other.
c. Students know water left in an open container evaporates (goes into the air) but water in a closed container does not.
a. Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects).
b. Students know stories sometimes give plants and animals attributes they do not really have.
c. Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs).
a. Students know characteristics of mountains, rivers, oceans, valleys, deserts, and local landforms.
b. Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants.
c. Students know how to identify resources from Earth that are used in everyday life and understand that many resources can be conserved.
a. Observe common objects by using the five senses.
b. Describe the properties of common objects.
c. Describe the relative position of objects by using one reference (e.g., above or below).
d. Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight).
e. Communicate observations orally and through drawings.