ELAKLSV1 The student uses oral
and visual skills to communicate. The student
a. Listens and speaks appropriately with peers and adults.
b. Follows two-part oral directions.
c. Repeats auditory sequences (letters, words, numbers, and rhythmic
patterns).
d. Recites short poems, rhymes, songs, and stories with repeated
patterns.
e. Describes people, places, things, locations, and actions.
f. Increases vocabulary to reflect a growing range of interests and
knowledge.
g. Communicates effectively when relating experiences and retelling
stories heard.
h. Uses complete sentences when speaking.
i. Begins to use subject-verb agreement and tense correctly.
ELAKR1
The student demonstrates knowledge of concepts of print. The student
a. Recognizes that print and pictures (signs and labels, newspapers, and
informational books) can inform, entertain, and persuade.
b. Demonstrates that print has meaning and represents spoken language in
written form.
c. Tracks text read from left to right and top to bottom.
d. Distinguishes among written letters, words, and sentences.
e. Recognizes that sentences in print are made up of separate words.
f. Begins to understand that punctuation and capitalization are used in
all written sentences.
ELAKR2
The student demonstrates the ability to identify and orally manipulate
words and individual sounds within those spoken words. The student
a. Identifies and produces rhyming words in response to an oral prompt
and distinguishes rhyming and non-rhyming words.
b. Identifies component sounds (phonemes and combinations of phonemes)
in spoken words.
c. Blends and segments syllables in spoken words.
d. Segments the phonemes in high frequency words.
e. Blends spoken phonemes to make high frequency words.
ELAKR3
The student demonstrates the relationship between letters and letter
combinations of written words and the sounds of spoken words. The
student
a. Demonstrates an understanding that there are systematic and
predictable relationships between print and spoken sounds.
b. Recognizes and names all uppercase and lowercase letters of the
alphabet.
c. Matches all consonant and short-vowel sounds to appropriate letters.
d. Blends individual sounds to read one-syllable decodable words.
e. Applies learned phonics skills when reading words and sentences in
stories.
ELAKR4
The student demonstrates the ability to read orally with speed,
accuracy, and expression. The student
a. Reads previously taught high frequency words at the rate of 30 words
correct per minute.
b. Reads previously taught grade-level text with appropriate expression.
ELAKR5
The student acquires and uses grade-level words to communicate
effectively. The student
a. Listens to a variety of texts and uses new vocabulary in oral
language.
b. Discusses the meaning of words and understands that some words have
multiple meanings.
ELAKR6
The student gains meaning from orally presented text. The student
a. Listens to and reads a variety of literary (e.g., short stories,
poems) and informational texts and materials to gain knowledge and for
pleasure.
b. Makes predictions from pictures and titles.
c. Asks and answers questions about essential narrative elements (e.g.,
beginning-middle-end, setting, characters, problems, events, resolution)
of a read-aloud text.
d. Begins to distinguish fact from fiction in a read-aloud text.
e. Retells familiar events and stories to include beginning, middle, and
end.
f. Uses prior knowledge, graphic features (illustrations), and graphic
organizers to understand text.
g. Connects life experiences to read-aloud text.
h. Retells important facts in the student’s own words.
ELAKW1
The student begins to understand the principles of writing. The student
a. Writes or dictates to describe familiar persons, places, objects, or
experiences.
b. Uses drawings, letters, and phonetically spelled words to create
meaning.
c. Accurately prints name, all uppercase and lowercase letters of the
alphabet, and teacher-selected words.
d. Uses left-to-right pattern of writing.
e. Begins to use capitalization at the beginning of sentences and
punctuation (periods and question marks) at the end of sentences.
ELAKW2
The student writes in a variety of genres, including narrative,
informational, persuasive and response to literature.
Critical Component:The student produces a narrative that:
a. Involves one event.
b. Uses drawings, letters, and phonetically spelled words to describe a
personal experience.
c. Begins to use organizational structures (beginning, middle, end ).
d. May include describing words.
e. May include a sense of closure.
f. Includes oral or written prewriting to generate ideas (graphic
organizers and pictures).
g. May include a draft developed from prewriting.
Critical Component:The student produces informational writing that:
a. Involves one topic.
b. Uses drawings, letters, and phonetically spelled words to share
information.
c.Begins to use organizational structures (steps)
d. May include describing words.
e. May include a sense of closure.
f. Includes oral or written prewriting to generate ideas (graphic
organizers and pictures).
g. May include a draft developed from prewriting.
h. May publish a final copy.
Critical Component:The student produces a persuasive piece of writing
that:
a. States an opinion.
b. May use words, illustrations, or graphics to support an opinion.
c. Begins to use formats appropriate to the genre (letter, poster).
d. May include describing words.
e. Prewrites orally or written to generate ideas (graphic organizers and
pictures).
f. May include a draft developed from prewriting.
g. May include a sense of closure.
Critical Component:The student produces a response to literature that:
a. Retells a story orally, through pictures, or in writing.
b. Makes connections: text-to-self, text-to-text, text- to-world.
c. Begins to use organizational structures ( beginning, middle, end)
d. Prewrites orally or written to generate ideas (graphic organizers,
pictures).
e. May include a draft developed from prewriting.
f. May include a sense of closure.
MKD1 Students will pose questions, collect data, organize, and record results using objects, pictures, and picture graphs.
MKG1
Students will correctly name simple two and three dimensional figures,
and recognize them in the environment.
a.Recognize and name the following basic two-dimensional figures:
triangles, rectangles, squares, and circles.
b.Recognize and name the following three-dimensional figures: spheres
(balls) and cubes.
c. Observe concrete objects in the environment and represent the objects
using basic shapes, such as drawing a representation of a house using a
square together with a triangle for the roof.
d. Combine basic shapes into basic and more complicated shapes, and will
decompose basic shapes into combinations of basic shapes.
e. Compare geometric shapes and identify similarities and differences of
the following two and three-dimensional shapes: triangles, rectangles,
squares, circles, spheres, and cubes.
MKG2
Students will understand basic spatial relationships.
a. Identify when an object is beside another object, above another
object, or below another object.
b. Identify when an object is in front of another object, behind another
object, inside another object, or outside it.
MKG3
Students will identify, create, extend, and transfer patterns from one
representation to another using actions, objects, and geometric shapes.
a. Identify a missing shape within a given pattern of geometric shapes.
b.Extend a given pattern, and recognize similarities (such as color,
shape, texture, or number) in different patterns.
MKM1
Students will group objects according to common properties such as
longer/shorter, more/less, taller/shorter, and heavier/lighter.
a. Compare and order objects on the basis of length.
b. Compare and order objects on the basis of capacity.
c. Compare and order objects on the basis of height.
d. Compare and order objects on the basis of weight.
MKM2
Students will understand the measurement of calendar time.
a. Know the names of the days of the week.
b. Know the months of the year.
c. Know the four seasons.
MKM3
Students will tell time as it relates to a daily schedule.
a. Order daily events.
b. Tell the time when daily events occur, such as morning, afternoon,
and night.
c. Know the name of the day of the week when weekly events occur in
class.
MKN1
Students will connect numerals to the quantities they represent.
a. Count a number of objects up to 30.
b. Produce models for number words through ten.
c. Write numerals through 20 to label sets.
d. Sequence and identify using ordinal numbers (1st-10th).
e. Compare two or more sets of objects (1-10) and identify which set is
equal to, more than, or less than the other.
f. Estimate quantities using five and ten as a benchmark. (e.g., 9 is
one five and four more. It is closer to two fives or one 10 than it is
to one five.).
g. Use informal strategies to share objects equally (divide) between two
to three people or sets.
h. Identify coins by name and value (penny, nickel, dime, and quarter).
i. Count out pennies to buy items that together cost less than 30 cents.
j. Make fair trades involving combinations of pennies and nickels or
pennies and dimes.
MKN2
Students will use representations to model addition and subtraction.
a. Use counting strategies to find out how many items are in two sets
when they are combined, separated, or compared.
b. Build number combinations up to 10 (e.g., 4 and 1, 2 and 3, 3 and 2,
4 and 1 for five) and for doubles to 10 (3 and 3 for six).
c. Use objects, pictures, numbers, or words to create, solve, and
explain story problems (combining, separating, or comparing) for two
numbers that are each less than 10.
MKP1
Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve
problems.
d. Monitor and reflect on the process of mathematical problem solving.
MKP2
Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
MKP3
Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through
communication.
b. Communicate their mathematical thinking coherently and clearly to
peers, teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of
others.
d. Use the language of mathematics to express mathematical ideas
precisely.
MKP4.
Students will make connections among mathematical ideas and to other
disciplines.
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one
another to produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
MKP5
Students will represent mathematics in multiple ways.
a. Create and use representations to organize, record, and communicate
mathematical ideas.
b. Select, apply, and translate among mathematical representations to
solve problems.
c. Use representations to model and interpret physical, social, and
mathematical phenomena.
SKCS1
Students will be aware of the importance of curiosity, honesty,
openness, and skepticism in science and will exhibit these traits in
their own efforts to understand how the world works.
a. Raise questions about the world around you and be willing to seek
answers to some of the questions by making careful observations (5
senses) and trying things out.
SKCS2
Students will have the computation and estimation skills necessary for
analyzing data and following scientific explanations.
a. Use whole numbers for counting, identifying, and describing things
and experiences.
b. Make quantitative estimates of nonstandard measurements (blocks,
counters) and check by measuring.
SKCS3
Students will use tools and instruments for observing, measuring, and
manipulating objects in scientific activities.
a. Use ordinary hand tools and instruments to construct, measure (for
example: balance scales to determine heavy/light, weather data,
nonstandard units for length), and look at objects (for example:
magnifiers to look at rocks and soils).
b. Make something that can actually be used to perform a task, using
paper, cardboard, wood, plastic, metal, or existing objects (for
example: paper plate day and night sky models).
SKCS4
Students will use the ideas of system, model, change, and scale in
exploring scientific and technological matters.
a. Use a model—such as a toy or a picture—to describe a feature of the
primary thing.
b. Describe changes in size, weight, color, or movement, and note which
of their other qualities remains the same (for example, playing "Follow
the Leader" and noting the changes).
c. Compare very different sizes (large/small), ages (parent/baby),
speeds (fast/slow), and weights (heavy/light) of both manmade and
natural things.
SKCS5
Students will communicate scientific ideas and activities clearly.
a. Describe and compare things in terms of number, shape, texture, size,
weight, color, and motion.
b. Begin to draw pictures that portray features of the thing being
described.
SKCS6
Students will understand the important features of the process of
scientific inquiry.
Students will apply the following to inquiry learning practices:
a. In doing science, it is often helpful to work with a team and to
share findings with others.
b. Tools such as rulers, magnifiers, and balance scales often give more
information about things than can be obtained by just observing things
without help.
c. Much can be learned about plants and animals by observing them
closely, but care must be taken to know the needs of living things and
how to provide for them (classroom pets).
SKE1
Students will describe time patterns (such as day to night and night to
day) and objects (such as sun, moon, stars) in the day and night sky.
a. Describe changes that occur in the sky during the day, as day turns
into night, during the night, and as night turns into day.
b. Classify objects according to those seen in the day sky and those
seen in the night sky.
c. Recognize that the Sun supplies heat and light to the Earth.
SKE2
Students will describe the physical attributes of rocks and soils.
a. Use senses to observe and group rocks by physical attributes such as
large/small, heavy/light, smooth/rough, dark/light, etc.
b. Use senses to observe soils by physical attributes such as smell,
texture, color, particle/grain size.
c. Recognize earth materials— soil, rocks, water, air, etc.
SKL1
Students will sort living organisms and non-living materials into groups
by observable physical attributes.
a. Recognize the difference between living organisms and nonliving
materials.
b. Group animals according to their observable features such as
appearance, size, motion, where it lives, etc. (for example: A green
frog has four legs and hops. A rabbit also hops.).
c. Group plants according to their observable features such as
appearance, size, etc.
SKL2
Students will compare the similarities and differences in groups of
organisms.
a. Explain the similarities and differences in animals (color, size,
appearance, etc.).
b. Explain the similarities and differences in plants (color, size,
appearance, etc.).
c. Recognize the similarities and differences between a parent and a
baby.
d. Match pictures of animal parents and their offspring explaining your
reasoning (for example: dog/puppy; cat/kitten; cow/calf; duck/ducklings,
etc.).
e. Recognize that you are similar to and different from other students
(senses, appearance).
Teacher note: Be sensitive to the fact that some children have parents
who are not their biological parents.
SKP1
Students will describe objects in terms of the materials they are made
of and their physical properties.
a. Compare and sort materials of different composition (common materials
include clay, cloth, paper, plastic, etc.).
b. Use senses to classify common materials, such as buttons or swatches
of cloth, according to their physical attributes (color, size, shape,
weight, texture, buoyancy, flexibility).
SKP2
Students will investigate different types of motion.
a. Sort objects into categories according to their motion (straight,
zigzag, round and round, back and forth, fast and slow, and motionless).
b. Push, pull, and roll common objects and describe their motions.
SKP3
Students will observe and communicate effects of gravity on objects.
a. Recognize that some things, such as airplanes and birds, are in the
sky, but return to earth.
b. Recognize that the sun, moon, and stars are in the sky, but don’t
come down.
c. Explain why a book does not fall down if it is placed on a table, but
will fall down if it is dropped.
SSKCG1
The student will demonstrate an understanding of good citizenship.
a. Explain how rules are made and why.
b. Explain why rules should be followed.
SSKCG2 The student will retell stories that illustrate positive character traits and will explain how the people in the stories show the qualities of honesty, patriotism, loyalty, courtesy, respect, truth, pride, self-control, moderation, and accomplishment.
SSKE1 The student will describe the work that people do (police officer, fire fighter, soldier, mail carrier, baker, farmer, doctor, and teacher).
SSKE2 The student will explain that people earn income by exchanging their human resources (physical or mental work) for wages or salaries.
SSKE3
The student will explain how money is used to purchase goods and
services.
a. Distinguish goods from services.
b. Identify various forms of U.S. money (coins, currency).
SSKE4 The student will explain that people must make choices because they cannot have everything they want.
SSKG1 The student will describe American culture by explaining diverse community and family celebrations and customs.
SSKG2
The student will explain that a map is a drawing of a place and a globe
is a model of the Earth.
a. Differentiate land and water features on simple maps and globes.
b. Explain that maps and globes show a view from above.
c. Explain that maps and globes show features in a smaller size.
SSKG3 The student will state the street address, city, county, state, nation, and continent in which he or she lives.
SSKH1
The student will identify the purpose of national holidays and
describe the people or events celebrated.
a. Labor Day
b. Columbus Day (Christopher Columbus)
c. Veterans Day
d. Thanksgiving Day
e. Martin Luther King, Jr. Day
f. Presidents Day (George Washington, Abraham Lincoln, and the current
President)
g. Memorial Day
h. Flag Day
i. Independence Day
SSKH2
The student will identify important American symbols and explain
their meaning.
a. The national and state flags (United States and Georgia flags)
b. The bald eagle
c. The Statue of Liberty
d. Lincoln Memorial
e. Washington Monument
f. White House
g. Pledge of Allegiance
h. Star Spangled Banner
SSKH3
The student will correctly use words and phrases related to
chronology and time to explain how things change.
a. Now, long ago
b. Before, after
c. Morning, afternoon, night
d. Today, tomorrow, yesterday
e. First, last, next
f. Day, week, month, year
g. Past, present, future
These standards are found on the Georgia Performance Standards Web Site.
