How Do I Help My Kindergartener?
Kindergarten: Learning to Learn
Kindergarten is designed to get your child excited about learning. These learning targets are the building blocks that will form your student’s ability to read, write and solve math problems:
Reading: Students will begin the year focused on identifying letters and sounds, and eventually move to reading stories with short three letter words.
Writing: Students will begin forming their letters and numbers. Its important to take the time to practice this now as these habits will set in quickly. By the end of the year, your student will be writing words and sentences.
Math: The curriculum focuses your student to work with numbers up to 20, counting, adding and subtracting. By year's end, students will get into shapes, measurement and how math works in the real world.
Your role as a parent this year is to:
Help them develop a love of learning:
School may be one of the biggest shifts in your child’s life. Yes, its overwhelming, but its also very exciting. They will meet you people. They will learn new things. Your attitude about this is critical to their courage in the classroom!
They will be given tools to read all the vowel sound spellings, which will take practice. English is a quirky language!
Your student will be learning the letters and sounds and how to put them together to make words. The more you can practice this with them, the quicker they will pick up a book. You want them going to school confident!
While its fun to read them stories with pictures, as the year moves on, you can move into some short chapter books, like Magic Treehouse. Click here for a list of suggestions. It is important for them to create the “movie in their mind” as you read the words.
Math will be focused on counting forwards and backwards and their math facts up to 20. It takes lots of practice, and can provide for a great game in the car.
Mission Control
Here you will find all the habits, lessons, projects, and social emotional learning prompts archived on the website. These include additional resources for each card, including tailored reading passages, video tutorials, and examples of other students’ work.
If you are looking for more support, please try our online courses or our personal learning audit.
The Kindergarten Habits
In Kindergarten,
Use Listen and Write to help build a solid foundation in letters and sounds.
You will be able to use CarTalk to practice adding and subtracting and build vocabulary.
In the long run, developing an interest in what they are learning each day will provide the sunshine they need to thrive in their new
Math 1: Counting
Goal: I can count up to and from 100, including starting at any number, and skip counting by 5s and 10s.
CA Standards: CC.K.1 CC.K.2
Prompt 1: “How high can we count?”
Guide your student to count to 100.
Notice the patterns of how tens and ones change.
After 39 comes 40, you see the “ones” go back to 0 and the “tens” move up one.
Prompt 2: “Let's try counting up from….”
Its important that they can start there count from any number:
“Let’s count up from 47”
Take things slow as they will likely skip numbers at first
Remind them of the patterns of how tens and ones change
Next, try having them count backwards
“Now lets count down from 63.”
Play Tennis!
Prompt 3: “Lets try to skip count by 10s”
Introduce the idea of counting to really big numbers by 10s.
Instead of 1,2,3,4….10, you can count 10, 20, 30, 40…100
When they master this, introduce the patterns of tens and ones counting by 5
5, 10, 15, 20, 25, 30… Do you see the pattern? What comes next?
Play Tennis
Math 2: How Many?
Goal: I can count how many things there are all together and write equations.
CA Standards: CC.K.3 CC.K.4
Skill 1: How many crayons do I have?
I DO:
Count a pile of 10 to 20 crayons, using tally marks.
Can you count the crayons with me and I will mark a tally for each one?
Its important we count slowly so we don’t miss one.
Write the total number on the page in the notebook next to the tally marks.
We Do:
Watch as they count, and make sure they are not skipping numbers. One crayon is one tally.
Watch that they write all their numbers correctly.
Skill 2: How many MORE crayons do I have?
I Do:
After counting a pile of crayons, add a second pile this time.
Let’s see how many more crayons we have now.
Count the new pile, with tallys and then a number.
We added 4 more crayons to our collection of 6.
As a mathmatician, we can write this as:
6+4=
Count the total of both piles together
So all together we have 8 crayons.
6+4=10
10 is 4 more than 6
We Do:
Try more with two piles and watch as they write their equation. Listen to how they read it back to you .
Make sure they understand the meaning of the + and = signs
Continue this practice throughout the year until this is completely mastered using the notebook.
Make a group of dots, circle some of them.
Count inside circle + outside circle = total
CHALLENGE
Try modeling subtraction by counting a bigger pile and then pulling some out to form a 2nd pile.
Count the pile left over and model writing equations like:
10-6=4.
Math 3: Mental Math
Goal: I can add and subtract numbers up to 20 using my fingers.
CA Standards: OA.K.1
I Do:
At a stoplight, Model using your fingers to add for example,
4+5
Holding up 5 fingers and say "4."
Then, using two fingers, count up "5, 6, 7, 8, 9".
Repeat 4+5=9.
We do:
Give them more problems that add to under 10.
Watch that they are using their fingers to count the NEXT number and not repeating the number they first said.
Once you see them mastering this you can try counting backwards for subtraction.
9-6=3
Say "9" and hold six fingers
Count backwards on your fingers "8,7,6,5,4,3"
Challenge:
The kindergarten standard asks them to add and subtract numbers up to 20.
Try some larger numbers and see if they can count from a higher number in their head and hands.
11+7=
Say 11 and hold up 7 fingers. Its 18!
Math 4: Breaking Numbers Apart
Goal: I know how to break numbers into two parts in different ways.
CA Standards: OA.K.3 NBT.K.1
Prompt 1: What are different ways you can add two numbers to make 10?
Its important to see how numbers can be made from others.
Start by finding all the ways to break apart the number 10.
How about 6+4, can you think of another one?
7+3, 8+2, 9+1, 5+5
If you want they can use their fingers to see all the different ways.
Prompt 2: What are all the ways I can make 8?
Choose a new number to break apart.
Play tennis to see if you can come up with all the ways
7+1, 6+2....
Prompt 3: Its easy to break a number into 10s and ones. Can you break 13?
Choose numbers in the teens and twenties to break apart.
Play tennis
10+3
18 is 10+8.
25 is 20+5
Math 5: Using an Array
Goal: I know how to use dots in rows and columns to help me count, add and subtract larger numbers.
CA Standards: OA.K.2 NBT.K.1
Skill 1: Ten frames and laying out larger numbers.
I Do:
Using your graph paper notebook, draw a box 10 squares across and 3 squares down.
Model writing dots for the number 26 by quickly putting dots in all 10 squares of the first two rows and then counting as you do the 6 ones on the 3rd row.
We Do:
Make some more “10 frame” boxes with them and try more numbers between 20 and 50.
Watch as they begin to master adding the 10s rows and identify when they get to the ones.
Skill 2: Adding and Subtracting using an Array
I Do:
After creating an array for a number like 26, write an addition equation like 26+8.
Show how you can add 8 dots, completing one of the 10s and continuing to the next row to 34.
Using a previous 10 frame number, model a subtraction equation like 34-6.
Show how you can cross out 6 dots and moving up to the previous row.
Count the remaining dots to find 28.
We Do:
Watch that they keep track of the amount of 10s and ones as they count backwards and forwards.
This may take some time to master, so keep watching until they are finding the correct answer 3 times in a row.
You Do:
Keep this card handy throughout the year, as this is a critical skill in 1st, 2nd and 3rd grade math!
Math 6: Finding Shapes in the World
Goal: I know what is the difference between shapes and can find them in the real world.
CA Standards: G.K.1 G.K.2, K.4 and K.5 G.K.6 and K.7
Prompt 1: “What makes a triangle?”
Discuss the number of sides and corners.
Discuss the differences between this and a square and a rectangle. They have the same number of corners and sides but the lengths of a square are equal.
If interested, continue discussing other shapes based on their corners and sides.
Prompt 2: “What is the difference between 2 and 3 dimensions?”
Point out the difference between the sphere and circle (on back of card)
One is flat and one can roll like a ball. Most shapes we find are actually in 3 dimensions.
Discuss the images of cubes and rectangular prisms and how their differences are still based on the same side lengths as a square and rectangle.
If interested, continue discussing other 3-D shapes like cones, cylinders, prisms, etc.
Prompt 3: “What shapes can we find?”
As they are looking out the backseat window, ask them to find shapes in the real world and call them out.
Move into finding combinations of shapes. (example the Front of house might be a triangle on top of a rectangle.) (more examples on old card backs)
If interested, create a game where you earn points for finding certain shapes.
Language 1: Letters and Sounds
Goal: I know how to write all my letters and what sounds they make.
CA Standards: RF.K.1b RF.K.3a L.K.1a RF.K.3b
The first step in reading is being able to identify and write the letters. You say the letter and they write both the capital and little versions.
Next move into saying sounds and having them write the letter.
Start with consonants. Begin by saying short, clear consonants sounds.
Continue with longer, subtle consonants.
Emphasize the differences between:
Move into short vowel sounds. Listen carefully to the difference between
Language 2: Sight Words
Goal: I know how to spell some of the special words that don’t follow the rules.
CA Standards: RF.K.3b
Discuss how “sight words” don't follow the letter and sound rules.
You will need to memorize these words, but they will help you to move into writing full sentences.
Introduce two words a week over time during Listen and Write sessions
Spiral back to practice previous ones throughout the year
If you think of more or you spot one while reading and add to this rotation.
You can also find a long list of sight words if you click here.
Language 3: Rhyming
Goal: I know how find rhyming words using either long or short vowel sounds
CA Standards: RF.K.2a RF.K.3b
Prompt 1: “What makes words rhyme?”
The ending must sound the same. This includes both a vowel and consonant sounds.
Try to give them a word or two and see if they can find a word that rhymes.
Prompt 2: Long vowels say their name.
Long A says A, Long E says E
Sky, my, try Rhyme with a Long I.
Gate, Mate, Skate rhyme with long A
What rhymes with Long E?
Play Tennis to create lists of words that rhyme together and decide if the vowel sound is long or short.
Language 4: Syllables
Goal: I know how to break longer words into its syllable parts.
CA Standards: RF.K.2b
Prompt 1: Syllables are how we break up longer words into beats.
You can clap to count how many syllables are in each word.
O / PEN
There is two syllables.
How many syllables are in:
Prompt 2: Listen carefully where the word breaks into two syllables.
Between what two sounds are these words broken up.
of/ten
Ham/bur/ger
chil/dren.
Prompt 3: Try to Spell a longer word by spelling each of its syllables.
Its ok to make mistakes as long as you catch every sound.
Can you spell helpful?
November
Computer
agreement
Play Tennis!
Language 5: Blending Words from Sounds
Goal: I can blend letter sounds together to spell words.
CA Standards:RF.K.2c RF.K.2d L.K.2c
Reading gets exciting once your student can blend the sounds into words.
Skill 1: CVC (Consonant, Vowel, Consonant) words
I DO:
Use the example of BUS to model how to count out the three sounds you hear with your fingers
B, U, S.
Then write the letters as you say again B, U, S.
We Do:
Try another word like:
BIG
Prompt with:
What's the first sound you hear?
What's the middle vowel sound?
What's the last sound?
Skill 2: Vowel Switching
Vowel sounds are subtle, but so important to reading.
Spend time practicing series of Listen and Write words that use different vowels like:
PIN, PEN, PAN
SIT, SET, SAT
Skill 3: Words with 4 sounds (CCVC or CVCC) like LAST and TRIM
Introduce words that have st, tr, mp and other “consonant blends” like:
Last Trim Stop Trust
Watch for them omitting or missing the sequence of sounds
Try vowel swaps with this new pattern.
STICK, STACK, STOCK
Language 6: Author’s Purpose
Goal: I understand how authors write books and why they do.
CA Standards: RL.K.6 and RL.K.7 RF.K.1a RL.K.5
In Kindergarten, developing a Reading Time Routine is critical. It doesn’t matter if it's Saturday morning or every night.
It's important to share the responsibilities of reading and gradually fade towards your Kinder student reading more often than you.
Put your finger on each word as you read a story to them, making sure they see how to read from right to left and parts of a book.
As you read, stop and think aloud about the story, the author and the illustrations.
It's important to choose a variety of different types of texts, not just fictional stories, and discuss "author's purpose." Here are some prompts you can use while you are reading:
Why did the author write this book?
Was it meant to be funny, sad, does it have a twist?
Is it trying to teach me something?
Is it trying to make me change my mind about something?
How does the illustrator and author work together?
After some time reading a variety of books discuss which type of reading they like best and why.
Go Socratic!
All these discussions will one day make them better writers!
Language 7: Comprehension
Goal: I understand what's happening when I read a story.
CA Standards: RL.K.2 and RL.K.3 L.K.1b RL.K.4
Comprehension is the top of the reading mountain that you are climbing towards.
As you are building the letters and sounds, you must also build the place in their mind that listens to these words as they go by.
Take an opportunity to start a chapter book at some point in the year during StoryTime. There are some great book ideas if you click here.
Skill 1) Retell
One of the best tricks to building comprehension is for their mind to build the “Movie” inside.
As they are learning to read, its is important you read to them and model at the end of each short story or chapter how to reflect and "retell" the story back in your own words.
Wow that was a great [chapter/scene]! The movie in my mind has the monster swinging from the tree branches.
What’s your movie look like?
Using the notebook, have them draw pictures to create a comic strip of the chapter book as you discuss this.
As the year progresses, they can add sentences to summarize these as well.
By the end of the story, they will have created a beautiful memory of the book for your family to cherish.
Check out these exemplars!
Skill 2) Clarifying while reading
Children hear more than 20,000 new words in a year but only understand about 2,500 words on average by kindergarten. This presents a lot of guessing on the meaning of conversations.
When they are reading, you will notice them stumble on a word. This is your signal to help them to clarify and realize when to stop reading and ask for help.
Mmm. What do you think [strange new word] means?
Challenge:
Create a dictionary section in your notebook and write all the new words they learn with picture definitions. Here are some exemplars: NEED IMAGE
Skill 3) Deeper Meanings
Discuss the characters, settings, and identify the problem and a solution in the story.
As you get deeper in this conversation, look to identify a lesson or purpose for writing the story.
I think that [character struggle] is a lesson for kids so they remember to [moral].
You can practice these in discussions on movies too!
Go Socratic!
Language 9: Making Connections
Goal: I can see how the characters or events in the story are like things I have seen.
CA Standards: RI.K.3
As part of the Reading routine, take an opportunity to start a chapter book. There are some great book ideas here.
Skill 1) Spotting Similar Situations
While reading, spot something a character does, says or feels that you can connect to something in your own life or something you have seen before.
"Does this remind you of when we ....?”
Skill 2) Hypothetical situations
Making connections lets you tap into prior knowledge of the experience and get deeper into the story or predict an outcome.
Ask something like:
"If you were around this character, what would you say to him?"
"How do you think she is feeling after she realized this?"
Go Socratic!
Language 8: Ask and Answer Questions
Goal: I can ask and answer good questions about a story or text.
CA Standards: RL.K.10 RL.K.1 RI.K.2
As part of the Reading routine, take an opportunity to start a chapter book. There are some great book ideas here.
Skill 1) Questions that Find the Answer
Model asking a question and finding the answer in the story.
What did Mr. Dursely say when the letters started coming in the fireplace?
Point to the exact line.
He said, “No Post on Sundays!” on page 34.
Practice with Who, What and Where questions that are easier to answer
Let them ask you a question and you show them how you find the answer in the book.
Play Tennis
Skill 2) Questions that Develop an Opinion
Model and think aloud how to answer How and Why questions such as:
How did [the character] feel after [the event] happened?
How did they [solve the problem] in the story?
Why do you think [they] did [that]?
Using CarTalk, you can focus on discussing one good why or how question.
Go Socratic!
After they finish a chapter book, they can develop a quiz in their notebook.
Have them craft questions that go from easy (skill 1) to hard (skill 2)
Model how to use a Google Form, Kahoot or other platform to make the quiz and score it.
Language 10: Vocabulary
Goal: I have strategies to learn new word meanings. multiple meaning words
CA Standards: L.K.3b L.K.4a L.K 4b L.K.3a
While in the car, there are multiple strategies you can use to build strategies to uncover new vocabulary.
Skill 1) Shades of meaning
Model how to identify and describe nuances in word meanings.
Frigid, cold, icy, cool
Create word lists that exhaust categories of things, ideas, adjectives, actions.
shapes, food, tools, animals.: vehicles, flowers, insects, movies, colors, clothes, dinosaurs
Skill 2) Prefix-suffix
Create a list of frequently occurring prefixes and suffixes.
Choose a root word to play with.
write, care, fair, hope, shoe
Discuss how the meaning of a root words can change when certain prefixes:
re- reread (read again)
Hope- ful (full of hope)
Not all of these will work together. Its important to identify these as “nonsense” words.
Skill 3 Opposites
Discuss opposites and how they help you explore new words.
Create a list of pairs:
Find words they don’t know yet and try to use the opposites to give them a clue
Humble/Arrogant
Kind/Malevolent
Scarce/ Abundant
Play Tennis!
Skill 4 Multiple Meaning Words
Discuss how some words have multiple meanings and when you see them you will need to determine the appropriate meaning.
Generate a list of words like duck, fly, wave, dress, bat, watch. \
Use them in sentences to provide clues to their different meaning. Have your child describe the difference in these ducks.
I had to duck under the bridge.
The duck was quacking.
Have them try to give you two sentences using a word in two ways.
Play tennis!
Language 11: Sentences
Goal: I can write full sentences with correct capitalization, punctuation and syntax.
CA Standards: L.K.1d L.K.2a L.K.2b
As you make it into the school year, you can begin using full sentences with Listen and Write. Here are skills to look for:
Skill 1) Capitalization
Remind them to capitalize the first letter:
in a sentence,
In proper nouns like names of people, places, products
in days and months
Write a sentence incorrectly for them and ask them to find the mistakes
my doG is BroWn and His name is bingo.
Say sentences that include proper nouns, days and months like:
Josh has to go to the doctor on Monday.
My birthday is in May.
Skill 2) Punctuation
Remind them of the rules of punctuation.
Period : (.) completes regular statements
Question mark: (?) completes questions
Exclamation: (!) completes expression of surprise
Use sentences that require these in different ways for Listen and Write
When is dinner?
You did a great job!
Remind them that punctuation only comes after a complete sentence, which has subject (who) and a verb (an action). See if they can point out how these examples are not sentences:
went to the store (NOT A SENTENCE)
I write poems I write one every day.
Skill 3) Prepositions
Prepositions are the words that will allow your child to connect ideas in complete and clear sentences.
Generate a list of them
to from in out by on of with off for
Say a preposition and have your student say it in a sentence.
Have them try to write the sentence they created.
The Kindergarten Projects
📏 Project 1: Comparing Measurements
Goal: Measure and compare objects (<,>,=) using measurement tools like paperclips.
CA Standards: MD K.1, MD K.2, CCK.K.5, L.K.6
Card A: Measuring Items
Find objects around the house to measure using paperclips or another small repeated item.
I DO
Model measuring using this smaller item. For example:
A serving spoon with paperclips
A coffee table with Uno cards
We DO
Allow them to measure other items with small units of their choice.
Make sure to line everything up carefully.
Complete measurements for 10 household objects.
Record answers in a notebook. For example:
Spoon = 5 paperclips
Book= 2 cards
Beading kit box= 23 Legos
As them to estimate when an object is “about half” of another paperclip longer and adjust measurements like Spoon = 5 ½ paperclips
If measurement skills are developing well, you may also model using a ruler, but rulers are not required in kindergarten.
Card B: Comparing Measurements (Modeling)
Use the measurement chart from Card A to compare objects.
I DO
Model comparison sentences such as:
“The pencil is longer than the spoon.”
“The spoon is shorter than the pencil.”
We Do
Ask them to try. “The toy car is shorter than the book.” “The book is longer than the toy car.”
Once comfortable, introduce the idea of using units.
The toy car is 3 paper clips longer than the eraser.
Encourage your child to write comparison sentences independently without worrying about spelling.
Challenge them with new ways of comparing items:
heavier/heaviest
Lighter/lightest
Harder/hardest
softer/softest
Card C: Comparing Numbers with Symbols (Modeling)
I DO
Use the small unit measurements recorded from Card A to compare numbers with < > and =
Remember the “alligator” always eats the bigger number (need image)
Model an example:
8 paperclips > 5 paperclips so the book is longer than the pencil.
We DO
Using the notebook have them write the inequality and a written sentence description..
As they become more comfortable, measure longer items and compare any two numbers up to 20 with these symbols.
“The desk measured 25 paperclips and the table measured 18 paperclips. What can we write?
25 > 18 The table is shorter than the desk.
Ready for a challenge?
Have your child guess the length of a larger objects in paper clips
Then measure it, and compare results in your notebook.
Was your estimate >, <, or = to the actual?
Bottle > dog toy
Bottle + pen is (< or >) than the pillow
✍️ Project 2: Small Moment Writing
Goal: Write about a real memory using sequencing and details.
CA Standards: WK.1, WK.3, WK.4, WK.5, WK.6, WK.7
Card A: Brainstorming Ideas
Prompt 1: What is a moment in your life that you remember really, really well? Why?
These small moments can make you feel things years later.
Guide them to decide if they want to write about a scary, fun or even embarrassing moment.
Go through different memories and guide them to choose one to write about.
Prompt 2: What are things you notice on how they organized ther ideas on this Brainstorm Web
Point out how the smaller spokes for each memory to include more details:
People
Activities
Feelings
Notebook Follow Up:
WE DO
Guide your student to make a brainstorm web for their memory.
Include 2-3 large bubbles of events within this memory
Include 1-2 bubbles of people and feelings for each large bubble
HINT: You might need to I DO your own moment and brainstorm all these bubbles completely at home.
Card B: Sequencing & Drafting
After choosing a memory, help your child organize and outline the moment.
where they were
who they were with
what happened in sequence
Include feeling sentences.
Model your own example first, then guide them through theirs.
Aim for 5–10 sentences
Example:
My Trip to the beach
I was excited to go to the beach.
My brother and I got dressed.
Dad drove us to the beach.
The sand was hot.
We swam in the ocean and the water felt cold.
I was tired on the drive home.
We ate pizza for dinner.
I want to go back soon.
Card C: Revising & Publishing
I DO
Using your example, model rereading writing slowly to check for mistakes.
Model how writers:
Reread
fix missing, extra, or mistaken words
check if sentences make sense
WE DO
Guide your child as they review their own writing by asking them if they notice things.
If they feel ready, ask them to replace words.
Instead of using “good” and “nice” with I like to write with more descriptive words like “excited” and “caring.”
When you are ready have them:
rewrite their final copy
draw a picture or a comic of pictures to match their story
Celebrate their finished “published” work.
🔍 Project 3: My Favorite Topic Research
Goal: Research and explain information about a favorite topic.
CA Standards: LK.1c, RIK.2, WK.2, RIK8
Card A: Choosing a Topic
Discuss possible research topics and why they would be interesting to learn more about. Start with a categories and with the goal to discuss further until they get more specific:
Animals —> emperor penguins
sports teams —> los angeles dodgers
Countries —--> Argentina
Practice asking and answering options within the topic using the six question words:
who
what
when
where
why
how
Model both asking and answering questions by taking turns.
As you ask and answer questions, take time to discuss the pros and cons of each before choosing one.
Card B: Research & Fact Gathering
Create a list of questions your child wants to answer about the topic.
What food does the animal eat? Where does it live? How does it change as it gets older?
Model how to find books and websites to answer these questions in the notebook.
books
encyclopedias
kid-safe websites (kiddle)
youtube videos
Focus on gathering 3-10 facts connected to the question words.
Keep the process fun and curiosity-driven, and once the desire to continue is over take a break!
Card C: Organizing & Drafting
Model writing:
an introduction sentence
fact sentences grouped by topic
Show how to turn notes from the book into complete sentences in your own words.
After modeling several examples, let your child help decide:
which fact comes next
how pages should be organized
Encourage them to add:
pictures
labels
headings
Turn the project into a simple informational “book.”
📚 Project 4: Comparing Characters
Goal: Compare favorite story characters using details and opinions.
CA Standards: WK1 RLK.9, RLK.6, RLK.7
Card A: Character Brainstorming
Using CarTalk, bring up favorite book characters. Guide them to understanding that each story is created by an author and
How authors and illustrators can make characters interesting by describing how they look and feel
How characters change and what makes them memorable
How pictures help tell the story
Have them choose two of their favorite book characters and give reasons why they chose them.
Card B: Story Study
Reread the two books featuring their chosen favorite characters.
As you reread stop and:
discuss specific character actions and choices. Why did the author make the character do that?
After reading have your child:
draw pictures of the important events in the character’s story
write words or phrases describing each character
Encourage taking chances on “juicy words” without worrying about spelling.
Card C: Comparing Characters
I DO
Model a comparison sentence of the two characters using describing words.
“The Cat in the Hat is sillier than the Pigeon ”
“Corduroy is kinder than Frog and Toad.”
Guide your child to explain with reasons why:
The Cat in the Hat balanced on a ball while holding a fish bowl.
The Cat in the Hat cleans up his mess with a very interesting cleaning machine.
Socratic Chat!
Challenge:
Create a small presentation, poster, or drawing to convince family members which character is the “best.”
Social Emotional Learning Habits
SEL 1 I know how to Listen to learn from others
FRONT
Look at the image of the listener on the back of this card together.
What do you notice about her eyes?
What do you notice about her hands?
What do you notice about her mouth?
How does this help your brains and ears do their job in understanding the speaker?
What can you do if you are having trouble listening?
BACK
Picture of girl sitting on a carpet listening intently- her peer around her maybe less so
SEL 2 I have agency
FRONT
Look at the image A on the back of this card together. This is Ryan, he is nervous to ask to use the bathroom while the teacher is helping other students, but he needs to really badly.
Why do you think he is nervous?
What should he do next?
Look at image B. This is Lucy, she is looking for her homework folder as the class is packing up. Which is the right way to ask for help? Why?
(read in a whiny voice) I can’t find my folder. My mom is going to be so mad!
(read in a frustrated voice) Where is my folder!!!
(read in a calm voice) Excuse me, can you help me find my folder? I saw it on the table, but its gone.
BACK
Picture A student uncomfortable but working hard while teacher is on the other side of the class leaning over to help another student
Picture B student looks nervous with her backpack unzipped as the class around her is packing up
SEL 3 I notice how other people are feeling and understand why
FRONT
Look at the images of the 4 students.
Can you decide which one looks happy? What about their face and body tells you this?
Can you decide which one looks sad? What about their face and body tells you this?
Can you decide which one looks frustrated? What about their face and body tells you this?
Can you decide which one looks nervous? What about their face and body tells you this?
Which student may have lost their favorite toy?
Which student got to go to a friend’s birthday?
Which student didn’t get a turn on the slide?
Which student had a friend who said something nice to them?
Which student is about to perform at her piano recital?
BACK
4 pictures of students on happy, sad, nervous and frustrated
WILD CARD 4 I can forgive mistakes
FRONT
Look at two the images of Ella running through the playground and knocking over Mason.
Do you think Ella hurt Mason on purpose? How do you know?
How do you think Mason feels?
How do you think Ella feels?
If you were Ella, what could you say to Mason so he knows this was an accident?
If you were Mason, what would you say to Ella?
BACK
2 pictures, one of ella running and not looking and the other of her nervous and attending to Mason on the ground.
SEL 5 I notice my feelings in my body
FRONT
Look at the 4 images. For each ask the following questions:
Have you ever felt this feeling before? How would you describe it?
What made you feel normal again?
Image A is Rachel, who has lost a special gift from her mom. Her heart is beating fast and it feels weird inside her body. Her hands are a little wet.
Image B is Ryan, who just spilled his milk all over his lunch tray. He feels a burning sensation in his heart and the urge to scream.
Image C is Muhammed, who just received his math test back yesterday and it is a lower score than he hoped. His insides feel like they are dropping and his body feels heavy and tired.
Image D is Grace, who just made the winning basket in the game. Her body feels like jumping and screaming.
BACK
4 pictures, one of worried, angry, sad, happy
SEL 6 I can solve problems.
Front
Look at the image as I read this story of Daniel. Daniel wants to take a turn on the swings, but they are all being used. When he asks the other students if he can take a turn, they ask him to wait a bit longer.
How do you think Daniel feels?
What are some things Daniel can choose to do to solve his problem?
Would you rather find another activity or use your agency to make a plan?
Have you ever made a plan on taking turns with a friend? What did you say?
BACK
Image of boy waiting for swings
SEL 7 I know how I am expected to act at school
Front
Look at the two images. One of Charlotte jumping on the couch with her sister and one where Charlotte is walking in line down the hallways.
What are some of the things you can do at home but not at school?
Why do you think teachers line up their class?
Why is it important for the whole class that each student follows the rules?
Is it hard for you sit at your desk and stay quiet at school?
BACK
Two images- one of school and one of kid playing at home on couch
Writing
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K.W.1
I can 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.K.W.2
I can 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
I can 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.W.4
With guidance and support from adults, I can respond to questions and suggestions from peers and add details to strengthen writing as needed.K.W.5
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.K.W.6
I can participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).K.W.7
With guidance and support from adults, I can recall information from experiences or gather information from provided sources to answer a question. -
K.L.1
I can use conventions of standard English grammar when writing and speaking.*I can print all upper and lowercase letters.
*I use frequently occurring nouns and verbs
*I can form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
*I can understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
*I can use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
*I can produce and expand complete sentences in shared language activities.
K.L2
I have command of the conventions of standard English capitalization, punctuation, and spelling when writing.*I can capitalize the first word in a sentence and the pronoun I.
*I recognize and name end punctuation
*I write a letter or letters for most consonant and short-vowel sounds (phonemes).
*I spell simple words phonetically, drawing on knowledge of sound-letter relationships.
K.L.2
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content*I can identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
*I can 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.
K.L.3
I can with guidance and support from adults, explore word relationships and nuances in word meanings.*I can sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
*I can demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
*I can identify real-life connections between words and their use (e.g., note places at school that are colorful.)
*I can distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
THE COMPLETE SET OF LEARNING TARGETS
Math
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K.CC.1
*I can count to 100 by ones and by tens.*I can count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.2
*I can write numbers from 0 to 20*I can represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects).
K.CC.3
Understand the relationship between numbers and quantities; connect counting to cardinality.*When counting objects, I can 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.
*I understand that the last number name said tells the number of objects counted.
*I know he 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.4
I can count to answer how many questions about up to 20 things arranged in a line, a rectangular array, a circle, or up to 10 things in a scattered configuration.
Count objects from 1–20.
K.CC.5
I can 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 strategiesK.CC.6
I can compare two numbers between 1 and 10 presented as written numerals. -
K.OA.1
I can represent addition and subtraction with objects, fingers, mental images, drawings,2 sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.K.OA.2
I can 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
I can 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.4
I can, 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
I can fluently add and subtract within 5. -
K.NBT.1
I can 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 (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. -
K.MD.1
*I can describe measurable attributes of objects, such as length or weight.*I can describe several measurable attributes of a single object.
K.MD.2
I can 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
I can classify objects into given categories; count the numbers of objects in each category and sort the categories by count. -
K.G.1
*I can identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).*I can 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
I can correctly name shapes regardless of their orientations or overall sizeK.G.4
I can identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid).K.G.5
I can 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.6
I can model shapes in the world by building shapes from components
(e.g., sticks and clay balls) and drawing shapes.K.G.7
I can compose simple shapes to form larger shapes.For example, Can you join these two triangles with full sides touching to make a rectangle?
Reading
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K.RF3.3
I know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.*I can identify and know the meaning of the most common prefixes and derivational suffixes
*I can decode words with common Latin suffixes (-tion, -ive, -er)
*I can decode multi-syllable words
*I can read grade-appropriate irregularly spelled words.
K.RF3.4
I can read with sufficient accuracy and fluency to support comprehension.*I can read with sufficient accuracy and fluency to support comprehension.
*I can read on-level text with purpose and understanding.
*I can read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
*I can use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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K.RL.1
With prompting and support, I can ask and answer questions about key details in a text.K.RL.2
With prompting and support, I can retell familiar stories, including key details.K.RL.3
With prompting and support, I can identify characters, settings, and major events in a story.K.RL.4
I can ask and answer questions about unknown words in a text.K.RL.5
I can recognize common types of texts (e.g., storybooks, poems, fantasy, realistic text).K.RL.6
With prompting and support, I can name the author and illustrator of a story and define the role of each in telling the story.K.RL.7
With prompting and support, I can describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts.)K.RL.9
With prompting and support, I can compare and contrast the adventures and experiences of characters in familiar stories.K.RL.10
*I can actively engage in group reading activities with purpose and understanding.*I can activate prior knowledge related to the information and events in texts.
*I can use illustrations and context to make predictions about text.
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K.RI.1
With prompting and support, I can ask and answer questions about key details in an informational text.K.RI.2
With prompting and support, I can identify the main topic and retell key details in a textK.RI.3
With prompting and support, I can describe the connection between two individuals, events, or ideas in a text.K.RI.4
With prompting and support, I can ask and answer questions about unknown words in a textK.RI.5
I can identify the front cover, back cover, and title page of a bookK.RI.6
I can name the author and illustrator of a text and define the role of each in presenting the ideas or information in a textK.RI.7
With prompting and support, I can describe the relationship between illustrations and the text in which they appear.K.RI.8
With prompting and support, I can identify the reasons an author gives to support points in a text.K.RI.9
With prompting and support, I can identify basic similarities in and differences between two texts on the same topicK.RI.10
*I can actively engage in group reading activities with purpose and understanding.*I can activate prior knowledge related to the information and events in texts.
*I can use illustrations and context to make predictions about text