# Nevada Early Childhood Crosswalk Fall 2014

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1 Nevada Early Childhood Crosswalk Fall 2014 A supplemental document between the Nevada Pre-K Standards and Nevada Academic Content Standards

2 TABLE OF CONTENTS Acknowledgments... 1 Introduction... 2 Mathematics... 3 English Language Arts... 8 Resources for Educators Resources for Parents... 24

3 ACKNOWLEDGEMENTS The Nevada Department of Education would like to thank the following work groups and the writing committee for their hard work and contribution to this document. This document has been designed to be a useful tool to help Pre-K and Kindergarten teachers have an aligned crosswalk that demonstrates how the Nevada Pre-K Standards are aligned with Common Core State Standards now known as the Nevada Academic Content Standards. The Crosswalk will provide a deeper understanding on how the two standards align. Teachers will find the documents helpful with planning and implementing the standards into their curriculums. WORK COMMITTEES Carson City School District Community HELPS Elko County Early Childhood Advisory Council Great Basin College Nevada Pre-K Standards & Early Learning Guidelines Washoe County Pre-K-Third Early Childhood Advisory Council UNR College of Education Faculty State Department of Education 1

5 MATHEMATICS Pre- Kindergarten Standard 1.PK.3a Recognize and read numerals PK.3b Estimate the number of objects in a set of 5 and verify by counting. 1.PK.3c Match the number of objects in a set to the correct numeral 0 to 5. 1.PK.4a Count to 10. Domains: Counting and Cardinality (CC); Operations and Algebraic Thinking (OA); Measurement and Data (MD); Geometry (G) Common Core Kindergarten Standard K.CC.3 Write numbers from 1 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. K.CC.4 Understanding the relationship between numbers and quantities; connect counting to cardinality. a) When counting objects, say the numbers in the standard order, pairing each number name with one and only one object. b) Understand that the last number 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. K.CC.5 Count to answer how many questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many of 10 things in a scattered configuration; given a number from 1-20, count out that many objects. K.CC.3 Write numbers from 1 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.OA.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.3 K.OA.4 K.OA.5 Fluently add and subtract within 5. K.CC.1 Count to 100 by ones and tens. K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.4 Understanding the relationship between numbers and quantities; connect counting to cardinality. d) When counting objects, say the numbers in the standard order, pairing each number name 3 3

6 1.PK.4b Count to 10 by demonstrating one to one correspondence using objects. with one and only one object. e) Understand that the last number 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. f) Understand that each successive number name refers to a quantity that is one larger. K.CC.5 Count to answer how many questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many of 10 things in a scattered configuration; given a number from 1-20, count out that many objects. K.CC.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. K.NBT.1 Compose and decompose numbers from 11 to 19 into tens and ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by drawing or equation (such as 18 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. K.CC.4 Understanding the relationship between numbers and quantities; connect counting to cardinality. g) When counting objects, say the numbers in the standard order, pairing each number name with one and only one object. h) Understand that the last number 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. i) Understand that each successive number name refers to a quantity that is one larger. K.CC.5 Count to answer how many questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many of 10 things in a scattered configuration; given a number from 1-20, count out that many objects. K.CC.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. K.NBT.1 Compose and decompose numbers from 11 to 19 into tens and ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by drawing or equation (such as 18 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. K.MD.3 Classify objects into given categories; count the numbers of objects in each category and 4 4

7 1.PK.5 Use concrete objects to combine and separate groups up to 5. sort the categories by count. K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situation, verbal explanations, expressions, or equations. K.OA.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.3 Decompose numbers less than or equal to 10 in 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 = and 5 = 4 + 1) K.OA.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.5 Fluently add and subtract within 5. K.NBT.1 Compose and decompose numbers from 11 to 19 into tens and ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by drawing or equation (such as 18 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. MATHEMATICS Pre- Kindergarten Standard 2.PK.1 Sort objects by similar attributes (e.g., size, shape, and color). 2.PK.2 Recognize and replicate simple patterns (e.g., ABAB). 2.PK.3 Compare sets of objects. Determine which set has more or less. Domains: Counting and Cardinality (CC); Operations and Algebraic Thinking (OA); Measurement and Data (MD); Geometry (G) Common Core Kindergarten Standard K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Common Core Alignment does not exist. K.CC.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. K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object 5 5

8 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.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MATHEMATICS Pre- Kindergarten Standard 3.PK.1 Compare objects by size to determine smaller or larger. 3.PK.4 Sort pennies and nickels. Domains: Counting and Cardinality (CC); Operations and Algebraic Thinking (OA); Measurement and Data (MD); Geometry (G) Common Core Kindergarten Standard K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.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.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 3.PK.2 Identify day and night. MATHEMATICS Pre- Kindergarten Standard 4.PK.1a Identify circles, triangles, and squares. Domains: Counting and Cardinality (CC); Operations and Algebraic Thinking (OA); Measurement and Data (MD); Geometry (G) Common Core Kindergarten Standard K.G.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.2 Correctly name shapes regardless of their orientations or overall size. K.G.3 Identify shapes as two- dimensional (lying in a plane, flat ) or three- dimensional ( solid ). K.G.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 6 6

9 vertices/ corners ) and other attributes (e.g., having sides of equal length). K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. K.G.6 Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? 4.PK.1b Begin to recognize two and three dimensional shapes in the environment. 4.PK.2 Identify positions (e.g., in front, behind, next to, up, down, inside, outside, on top, ordinal positions). K.G.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.2 Correctly name shapes regardless of their orientations or overall size. K.G.3 Identify shapes as two- dimensional (lying in a plane, flat ) or three- dimensional ( solid ). K.G.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.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. K.G.6 Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? K.G.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. MATHEMATICS Pre- Kindergarten Standard 5.PK.1 Identify and sort information (e.g., interpret quantity in pictures). Domains: Counting and Cardinality (CC); Operations and Algebraic Thinking (OA); Measurement and Data (MD); Geometry (G) Common Core Kindergarten Standard K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 7

10 ENGLISH LANGUAGE ARTS Pre- Kindergarten Standard 1.PK.1 Identify words that rhyme. 1.PK.2 Identify the beginning sound of own name. 1.PK.3 Identify letters in own name. Domains: Reading Literature (RL); Reading Informational Text (RIT); Foundational Reading Skills (FRS); Writing (W); Speaking & Listening (SL); and Language (L) Common Core Kindergarten Standard K.RFS.2 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. e) Add or substitute individual sounds (phonemes) in simple, one- syllable words to make new words. K.RFS.2 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. e) Add or substitute individual sounds (phonemes) in simple, one- syllable words to make new words. K.RFS.3 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. K.RFS.1 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. 8 8

12 2.PK.3 Identify pictures to aid in comprehension. ENGLISH LANGUAGE ARTS Pre- Kindergarten Standard 3.PK.1 Retell a story with the aid of pictures, props, or a book. 3.PK.5 Listen and respond to rhythm or rhyme (e.g. clapping or chanting). 3.PK.6 With assistance, listen and respond to words with tone (e.g. poems and finger plays). not understood. K.RL.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). K.RIT.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 depicts). Domains: Reading Literature (RL); Reading Informational Text (RIT); Foundational Reading Skills (FRS); Writing (W); Speaking & Listening (SL); and Language (L) Common Core Kindergarten Standard K.RL.2 With prompting and support, retell familiar stories, including key details. K.RIT.2 With prompting and support, identify the main topic and retell key details of a text. K.W.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. K.RFS.2 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. e) Add or substitute individual sounds (phonemes) in simple, one- syllable words to make new words. K.RFS.2 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. e) Add or substitute individual sounds (phonemes) in simple, one- syllable words to make new words. K.SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly. K.L.1 Demonstrate command of the conventions of standard English grammar and usage when 10 10

16 5.PK.4b Attempt, with a model, to spell own first name. 5.PK.4c Attempt, with a model, to write or preference about the topic or book (e.g., My favorite book is ). K.W.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. K.W.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. K.L.1 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. K.L.1 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 K.L.2 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. K.L.1 Demonstrate command of the conventions of standard English grammar and usage when 14 14

21 ENGLISH LANGUAGE ARTS Pre- Kindergarten Standard 8.PK.1 Speak with increasing clarity, ease and accuracy, and give clear directions. K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly. K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. K.L.1 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. Domains: Reading Literature (RL); Reading Informational Text (RIT); Foundational Reading Skills (FRS); Writing (W); Speaking & Listening (SL); and Language (L) Common Core Kindergarten Standard K.RFS.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). f) Recognize and produce rhyming words. g) Count, pronounce, blend, and segment syllables in spoken words. h) Blend and segment onsets and rimes of single- syllable spoken words. i) Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three- phoneme (consonant- vowel- consonant or CVC words. j) Add or substitute individual sounds (phonemes) in simple, one- syllable words to make new words. K.SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly. K.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. g) Print many upper- and lowercase letters. h) Use frequently occurring nouns and verbs. i) Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). j) Understand and use question words (interrogatives) (e.g., who, what, where, when, why, 19 19

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