Gkids 2

Georgia Kindergarten
Inventory of Developing
Skills (GKIDS) 2.0
2019-2020
Administration Manual
Georgia Department of Education 1 August 2019

TABLE OF CONTENTS
INTRODUCTION TO GKIDS 2.0 ..................................................................................... 4

Purpose ..................................................................................................................................... 4
Domains of Learning ................................................................................................................. 4
Big Ideas ................................................................................................................................... 5
Learning Progressions .............................................................................................................. 5
Progression-Based Performance Tasks ................................................................................... 5
Development Committee ........................................................................................................... 6
Big Ideas and Learning Progressions ....................................................................................... 7
Performance Levels .................................................................................................................. 9
Performance Tasks ................................................................................................................. 10
Operational Administration ......................................................................................... 10
Training ................................................................................................................................... 10
Students to be Included .......................................................................................................... 10
Special Populations ................................................................................................................. 10
Administration Window ............................................................................................................ 11
Environment ............................................................................................................................ 11
GKIDS 2.0 Platform ................................................................................................................. 12
Administering GKIDS 2.0 ........................................................................................................ 12
GKIDS Readiness Check Activities ......................................................................................... 13
GKIDS 2.0 Quick Reference Page ............................................................................... 15
GKIDS 2.0: Big Ideas, Progressions, and Performance Tasks ................................ 16
PROGRESSIONS: ENGLISH LANGUAGE ARTS .................................................................. 17
LEARNING PROGRESSION: PHONEMIC AWARENESS ..................................................... 18
LEARNING PROGRESSION – PHONICS .............................................................................. 36
LEARNING PROGRESSION: HIGH-FREQUENCY WORDS ................................................ 45
LEARNING PROGRESSIONS – COMPREHENSION ........................................................... 50
LEARNING PROGRESSION: CONVENTIONS OF WRITING ............................................... 69
LEARNING PROGRESSION: SPELLING .............................................................................. 70
LEARNING PROGRESSION: COMMUNICATION OF IDEAS ............................................... 72
PROGRESSIONS: MATHEMATICS ....................................................................................... 84
LEARNING PROGRESSION: SHAPES ................................................................................. 85

LEARNING PROGRESSION: COUNTING - NUMBER ........................................................ 100
LEARNING PROGRESSION: COUNTING – OBJECTS ...................................................... 108
LEARNING PROGRESSION: COMPARE ............................................................................ 121
LEARNING PROGRESSION: ADDITION AND SUBTRACTION ......................................... 135
PROGRESSIONS: SCIENCE ............................................................................................... 160
LEARNING PROGRESSION: EARTH MATERIALS ............................................................ 161
LEARNING PROGRESSION: SPACE SCIENCE ................................................................. 162
LEARNING PROGRESSION: PHYSICAL ATTRIBUTES .................................................... 163
LEARNING PROGRESSION: MOTION ................................................................................ 164
LEARNING PROGRESSION: ORGANISMS AND NON-LIVING ORGANISMS .................. 165
PROGRESSIONS: SOCIAL STUDIES ................................................................................. 166
LEARNING PROGRESSION: HISTORICAL UNDERSTANDINGS ...................................... 167
LEARNING PROGRESSION: GEOGRAPHIC UNDERSTANDINGS ................................... 168
LEARNING PROGRESSION: CIVIC UNDERSTANDINGS .................................................. 169
LEARNING PROGRESSION: ECONOMIC UNDERSTANDINGS ....................................... 170
PROGRESSIONS: NON-ACADEMIC DOMAINS ................................................................. 171
LEARNING PROGRESSION: CURIOSITY AND INITIATIVE ............................................... 172
LEARNING PROGRESSION: CREATIVITY AND PROBLEM SOLVING ............................. 173
LEARNING PROGRESSION: ATTENTION, ENGAGEMENT, AND PERSISTENCE .......... 174
LEARNING PROGRESSION: PERSONAL DEVELOPMENT AND SELF-REGULATION ... 175
LEARNING PROGRESSION: SOCIAL DEVELOPMENT/CLASSROOM INTERACTIONS . 176
LEARNING PROGRESSION: FINE MOTOR SKILLS .......................................................... 177
LEARNING PROGRESSION: GROSS MOTOR SKILLS ..................................................... 178

INTRODUCTION TO GKIDS 2.0
The Georgia Kindergarten Inventory of Developing Skills (GKIDS) 2.0 is a performance-

based assessment based in learning progressions that is intended to provide teachers
ongoing information about kindergarten students’ developing skills. Georgia has the
goal of supporting kindergarten teachers’ use of GKIDS as a formative assessment, as
information teachers use in real time to increase and accelerate student learning so that
all students are ready for first grade.
To the extent that it is possible, the assessment is invisible to students and uses
common kindergarten classroom materials and manipulatives rather than a
standardized set of materials and manipulatives. GKIDS 2.0 allows teachers to assess
student performance during naturally occurring instruction, record student performance
in an online platform, and generate a variety of reports for instructional planning, report
cards, and/or parent conferences.
Purpose
The primary purpose of GKIDS 2.0 is to provide a progression-based formative

assessment system so teachers can monitor development of kindergarten students
based on the big ideas from the Georgia Standards of Excellence. GKIDS 2.0 is a
formative assessment that informs teaching and learning in real time. The assessment
is designed to be developmentally appropriate, reflecting research-based best practices
for young learners, and will provide information to inform progress in kindergarten as
well as first grade readiness.
Domains of Learning
There are seven areas or domains of learning that are assessed as part of GKIDS 2.0:
• English language arts

• Mathematics
• Social Studies (optional)
• Science (optional)
• Approaches to Learning
• Personal and Social Development
• Motor Skills (optional)
GKIDS 2.0 is aligned to the state's mandated content standards in English language
arts, Mathematics, Science, and Social Studies. There are also three non-academic
domains that contribute to a student’s readiness for first grade (Approaches to Learning,
Personal and Social Development, and Motor Skills).
The domains of Social Studies, Science, and Motor Skills are optional. Systems may
require teachers to use GKIDS 2.0 to collect and report information locally on student

performance in these areas, but this data will not be part of the end-of-the-year report,
and it is not required to be entered into the GKIDS Data Entry and Reporting website
unless required by the system.
Big Ideas
Individual standards measured in isolation, without a content connection to other within-
grade standards, do not allow teachers to determine if a child is “on track” for first grade.
Being ready for first grade means students use the skills from multiple standards to
perform the work of the grade. A big idea describes the integration of concepts and
skills from the kindergarten standards that are most important for success in first grade.
Big ideas are intended to signal what kindergarten students who are ready for first
grade should be able to do.
Learning Progressions
Learning progressions are a teacher tool for understanding how students grow more
sophisticated in their thinking and content acquisition across time as well as the typical
paths they are likely to take to get there. By organizing the Georgia Standards of
Excellence first into big ideas and then into progressions of knowledge and skills of
increasing complexity, teachers have a tool showing what is most important to monitor
as children progress throughout the year. Progressions can help teachers create targets
for instruction and assessment based on where students are in the current development
as well as track student growth toward readiness for first grade. Progressions provide
detailed descriptive performance checkpoints to look for as students progress towards
mastery of content standards. Formative in nature, a progressions-based assessment
supports teachers in identifying the next stage of learning targets for a child, given their
present level of performance. This information helps determine what type of
instructional activities may support student development, as well as what type of
evidence may be collected to document student learning.
Progression-Based Performance Tasks

Performance tasks provided for English language arts and mathematics are aligned to
the standards that describe what students should know and be able to do. Each
performance task generally measures a stage of the progression and focuses on a
subset of supporting standards. Because learning progressions are intended to describe
a child’s development both in content and reasoning, performance tasks are sequenced
by the progression levels and are intended to move from basic application to reasoning
and strategic thinking. Performance tasks measuring standards from early stages of
development measure skills in isolation whereas performance tasks that measure year
end development may integrate multiple standards.
Performance tasks are intended to be administered in the beginning of the year to

determine where the child enters kindergarten.
If a student is successful on a task, the teachers can present the next task, and if the
student is not successful, the teacher can stop the administration, which abbreviates

testing time. Once the child has received instruction on what the child is not yet able to
do, teachers can administer a similar task from their curriculum. Once again, if the child
is successful on the task the teacher can present the next GKIDS 2.0 task, and if the
child is not successful, the teacher stops and supports the child with instruction. In this
way, the teacher can integrate the assessment into the classroom work of teaching and
learning and his or her district curriculum.
Development Committee
The Georgia Department of Education has a long-standing history of including

educators in the assessment development process and has achieved much support and
collaboration from the education community. Development of GKIDS 2.0 has included
input from Georgia educators.
In January and February of 2017, a representative group of Georgia educators

convened and collaborated. They used the Georgia Early Learning and Development
Standards (GELDS) for pre-kindergarten, the Georgia Standards of Excellence (GSE)
for kindergarten and first grade, and their expectations for kindergarten student work in
developing the big ideas and learning progressions from the standards. This committee
included kindergarten teachers, first grade teachers, second grade teachers, and
administrators. The result of this work was the identification of seven big ideas in
English language arts and mathematics that were considered the most important skills
to monitor throughout the kindergarten year.
In April 2017, the recommended big ideas and learning progressions were presented to
a larger representative group of teachers as part of four webinars, two in English
language arts and two in mathematics. Following the webinars, teacher participants
were provided a survey to obtain feedback regarding alignment of the big ideas and
learning progressions to first grade readiness. Results from the survey, along with
review and feedback from national experts, informed revisions to the big ideas and
learning progressions prior to performance task development.
During the 2017-18 school year, 21 teachers from across Georgia piloted the big ideas,
learning progressions, and associated tasks. As part of this pilot, these teachers
collected video and material evidence that was included in the first phase of the GKIDS
2.0 platform. Throughout the process, these teachers provided feedback and potential
revisions to the materials to be utilized during the 2018-2019 pilot.
During the 2018-19 school year, three schools and 34 teachers representative of
Georgia school districts piloted the revised learning progressions and performance
tasks in English language arts and mathematics. As part of this pilot, these teachers
collected video and material evidence that was included in the second phase of the
GKIDS 2.0 platform. Throughout the process, these teachers provided feedback and
potential revisions to the platform and materials that have been incorporated within the
operational form of the assessment.

Big Ideas and Learning Progressions
The big ideas describe the integration of concepts and skills from the kindergarten
standards that are most important for success in first grade. The associated learning
progressions describe where the student is in the learning continuum of content and
reasoning development regarding the big idea. The following are the big ideas and
learning progressions that will be included as part of the GKIDS 2.0 assessment.
English language arts
• A kindergarten student will understand the relationship between letters and

sounds and recognize high-frequency words with speed and accuracy.
o Progression-Phonemic Awareness
o Progression-Phonics
o Progression-High-Frequency Words
• A kindergarten student will independently read grade-level texts of different
genres with accuracy and demonstrate comprehension by answering text
dependent questions.
o Progression-Comprehension
• A kindergarten student will independently write more than one complete thought
on a single topic, using phonetic spelling and key print conventions.
o Progression-Conventions of Writing
o Progression-Spelling
o Progression-Communication of Ideas
Mathematics
• A kindergarten student will model real world problems by composing 2- and 3-

dimensional shapes.
o Progression-Shapes
• A kindergarten student will count using multiple strategies.
o Progression-Counting-Number
o Progression-Counting-Objects
• A kindergarten student will compare objects and numbers represented in
different ways to solve real world problems.
o Progression-Compare
• A kindergarten student will apply multiple strategies to solve real world problems
using addition and subtraction.
o Progression-Addition and Subtraction

Science
• A kindergarten student will demonstrate an understanding of basic concepts

related to earth and space science.
o Progression-Earth Materials
o Progression-Space Science
• A kindergarten student will demonstrate an understanding of basic physical
science concepts.
o Progression-Physical Attributes
o Progression-Motion
• A kindergarten student will demonstrate an understanding of how to group living
and non-living things.
o Progression-Life Science
Social Studies
• A kindergarten student will demonstrate an understanding of basic historical

concepts.
o Progression-Historical Understandings
• A kindergarten student will demonstrate an understanding of basic concepts of
geography.
o Progression-Geographic Understandings
• A kindergarten student will demonstrate an understanding of good citizenship.
o Progression-Civic Understandings
• A kindergarten student will demonstrate an understanding of basic economic
concepts.
o Progression-Economic Understandings
Approaches to Learning
• The student demonstrates behaviors used to acquire new knowledge and skills
and engage in the learning process.
o Progression-Curiosity and Initiative
o Progression-Creativity and Problem-Solving
o Progression-Attention, Engagement, and Persistence
Personal and Social Development
• The student demonstrates skills and behaviors used for self-regulation and
interactions with others.
o Progression-Personal Development and Self-Regulation
o Progression-Social Development/Classroom Interactions

Motor Skills
• The student demonstrates age-appropriate fine and gross motor skills.

o Progression-Fine Motor Skills
o Progression-Gross Motor Skills
Performance Levels
The performance levels were determined by the GKIDS 2.0 Development Committee
and are based on the range of student performance that can be observed for each
learning progression.
• Beginning
• Emerging
• Developing
• Demonstrating
• Exceeding
Some progressions may also contain precursor skills. Precursor skills were determined
by the development committees as those skills that come prior to the skills described at
the Beginning level of the progression. It may be necessary to assess the precursor
skills prior to assessing the skills at the Beginning level.
Progressions for the non-academic domains including Approaches to Learning,

Personal and Social Development, and Motor Skills, will contain three performance
levels. The levels represented are:
• Beginning
• Developing
• Demonstrating

Performance Tasks
Performance tasks provided in the areas of English language arts and mathematics are
intended to elicit the skills described in each level of each progression. These tasks
have been designed to help teachers use authentic classroom assessment evidence of
learning gathered during instruction. The tasks are intended to provide students with
opportunities to show what they can do. GKIDS 2.0 is intended to be accessible to all
students in kindergarten, including students with disabilities and students who are
English learners.
The performance tasks include process clarifications, suggested materials where

applicable, and administration procedures including a suggested teacher script. Scripts
are intended to support teachers in ensuring the evidence collected for each
performance task is authentic.
Operational Administration
Training
Educators administering the GKIDS 2.0 must complete training, which includes viewing
the GKIDS 2.0 modules. The modules are available through the Georgia State
Longitudinal Data System (SLDS). If you have any questions about training, please
contact your school or system test coordinator.
Students to be Included
All students enrolled in Georgia kindergarten classrooms should have the opportunity to
participate in the GKIDS 2.0 assessment. The use of a universally designed approach
to assessment development and implementation is critical to promote accessibility for all
students. Because of the range of students’ development and learning in kindergarten,
some features that are often perceived as accommodations for specialized populations
are more appropriately considered as universally designed allowances. Universal
design allows for a range of actions, material presentations, procedures, and settings
that are acceptable for use with all students when administering GKIDS 2.0.
Special Populations
GKIDS 2.0 is designed to provide baseline information for all students as they progress
through kindergarten and prepare for first grade. This requires accessibility that allows
for students with varying levels of ability, including students with disabilities and
students who are English learners (ELs), to participate in the performance tasks. At the
same time, the assessment is designed to identify a student’s current knowledge and
skills in an accurate way. Because teachers have the freedom to assess according to
the individual needs of each student, standard accommodations are allowed if the
accommodations are a part of the student's IEP, IAP, or EL/TPC plan.

Administration Window
Each teacher may begin to administer the GKIDS 2.0 assessment upon concluding the
required activities related to the GKIDS Readiness Check. Assessment of students may
occur at any time during the state window; however, all data must be entered into the
platform no later than May 18, 2020. Systems may require testing windows based on
their own unique schedules, reporting information at any time as required by the local
district. Systems may also teach and assess the state's content standards based upon
their own schedules as well. There is no prescribed order related to the progressions
as they should be incorporated into the normal instructional day.
Materials
This manual includes general directions for administration as well as for each
performance task included in the GKIDS 2.0 assessment. Each performance task
contains the activity and performance levels for assessing the skill or concept. Tasks
within a learning progression are arranged by performance level. Teachers may use
common classroom materials for performance tasks as described in the script. In
addition, optional resources are included as an additional resource.
To aid planning and preparation for the administration of the GKIDS 2.0, a list of
suggested materials by progression is included in the Optional Resources Guide.
Teachers may use common classroom materials for assessment activities as
described in the script.
Environment
The GKIDS 2.0 allows for naturalistic assessment of students within normal
classroom activities and instruction. Whenever possible, teachers are encouraged to
assess students in naturally occurring classroom contexts. Examples are:
• Center Time and Work Stations

• Outdoor Activities
• Classroom Routines
• Teacher-Directed Instruction

GKIDS 2.0 Platform
Teachers will utilize the GKIDS 2.0 platform for the collection of data, evidence (if
desired), and reporting. This web-based tool allows for collection of student data and
performance task evidence that will be utilized for reporting purposes.
A user’s guide is provided as a separate document and includes detailed instructions

and screenshots for use of the online tool and its functions.
Administering GKIDS 2.0
Certified teachers and paraprofessionals who hold licensure in the state of Georgia
(State Board Rule 160-3-1-.07) may administer GKIDS 2.0. Educators administering
GKIDS 2.0 must complete training modules prior to the administration of the
assessment activities.
Teachers should review this manual and all related resources prior to administering
performance tasks with students. The progressions and their related performance tasks
and instructions that follow should guide administration procedures. Process
clarifications are provided for many activities. These notes provide additional
information about administration procedures, use of materials and potential student
responses.
Collection and organization of any suggested materials is also recommended.

Consideration of opportunities for collection of student responses and observation
during routine classroom experiences is important. As mentioned, a list of suggested
materials by progression is included in the Optional Resources Guide to aid planning
and preparation for the administration of GKIDS 2.0.
Remember, the purpose of GKIDS 2.0 is to provide formative feedback as students

progress through kindergarten and prepare for first grade. By identifying gaps in
student learning, teachers are better equipped to provide feedback and differentiated
instruction earlier in the school year. The GKIDS 2.0 data will guide decisions related to
grouping, remediation, enrichment, and planning. As a reminder, GKIDS 2.0 is a tool
FOR learning, both for students, and for teachers.

GKIDS Readiness Check Activities
For some big ideas, activities from the GKIDS Readiness Check can serve as the entry
point to skills described in the GKIDS 2.0 learning progressions. For some
progressions, the GKIDS Readiness Check and an additional task work in combination
to provide the evidence that a child may be matched to a progression stage. The
baseline data collected in the first six weeks on the GKIDS Readiness Check can
provide feedback as students enter kindergarten.
Where applicable, GKIDS Readiness Check activities will be included.
Note: The performance levels for the GKIDS Readiness Check activities have a
different intended use and purpose when integrated into the GKIDS 2.0 learning
progressions. You will use the ratings from the GKIDS Readiness Check for a subset of
tasks to match the students’ entry point to the GKIDS 2.0 learning progressions.
English Language Arts Activity 2

Recognizes and names some upper case letters of the alphabet.
Activity Performance Levels
The teacher will sit with the student, present all The student is
twenty-six upper case letters, and ask the unable to name
student to name each of the letters presented. Not Yet
any of the upper
Letters should be presented in random order. Demonstrated
case letters of the
alphabet.
Say, “I’m going to show you some letters. I
want you to tell me the names of the letters
that you know.”
The student
If the child gives the letter sound, say, names 1-5 upper
“Remember, tell me the letter name, not the Emerging
case letters of the
sound it makes.” If the child again says the alphabet.
letter sound, mark the response as incorrect
and continue with the task.
Scoring Note: If a student, for example, names

a letter correctly (e.g., G) and then applies that The student
same letter incorrectly to another (e.g., Q), names 6-11 upper
Developing
recheck both letters. If the student continues to case letters of the
overgeneralize one letter, score both letters as alphabet.
incorrect. The scoring process is similar for a

student who overgeneralizes a letter to more
than one other letter.
The student
As a reminder, this activity assesses students’ Demonstrating names 12-21
letter recognition skills upon entry to upper case letters
Kindergarten – not end of year expectations as of the alphabet.
described in the Georgia Standards of
Excellence for Kindergarten.
Optional Materials: Teachers may either use

their own classroom materials (e.g., letter cards)
or the provided optional worksheets. Ensure
that letters are presented randomly and that
students are familiar with the font used in the The student
presentation. names more than
Exceeding 21 upper case
Teacher copy for scoring: A worksheet with all letters of the
26 letters of the alphabet printed in upper case alphabet.
is also provided as an optional resource.
Student copy for administration: A worksheet

with all 26 letters of the alphabet printed in
upper case is also provided as an optional
resource.

GKIDS 2.0 Quick Reference Page
Contact Personnel for GKIDS 2.0

Georgia Department of Education
(404) 656-2668 or 1-800-634-4106
Website Address for the GKIDS 2.0 Data Entry Platform

gkids.gadoe.org
GKIDS 2.0 Reminders for 2019-2020 School Year

There are two options for adding students to the GKIDS 2.0 platform.
• Roster upload
• Manual entry by the teacher or the school administrator
• Each district can determine the option they wish to utilize.
• Only users with system-level permissions may upload a roster file.
Testing Windows and Reporting Deadlines

July 1, 2019 GKIDS 2.0 platform available for
teachers, schools, and districts.
May 18, 2020 Deadline for entering student assessment
data.
June 12, 2020 GKIDS 2.0 website closes for the 2019-
2020 school year.

GKIDS 2.0: Big Ideas, Progressions, and
Performance Tasks

PROGRESSIONS: ENGLISH LANGUAGE ARTS

LEARNING PROGRESSION: PHONEMIC AWARENESS
English Language Arts

Big Idea: A kindergarten student will understand the relationship between letters and sounds and recognize high-
frequency words with speed and accuracy.
Progression: Phonemic Awareness
Precursor Beginning Emerging Developing Demonstrating Exceeding
GKIDS PA-2 (Part A) PA-4 (Part A) PA-5 (Part A) PA-6 PA-7 (Part A)
Readiness Student produces Student segments Student blends and Student blends and Student adds
Check English rhymes. onsets and rimes of segments syllables pronounces the individual sounds
Language Arts single-syllable in spoken words. initial, medial vowel, (phonemes) in
Activity 1 spoken words. and final sounds simple, one-syllable
Student listens (phonemes) in words to make new
and differentiates three-phoneme words.
between (consonant-vowel-
phonemic sounds consonant, or CVC)
that are the same spoken words. (This
and different. does not include
CVCs ending with
PA-1 PA-2 (Part B) PA-4 (Part B) PA-5 (Part B) /l/, /r/, or /x/). PA-7 (Part B)
Student identifies Student counts and Student isolates Student blends Student substitutes
rhymes. pronounces final sounds in onsets and rimes of individual sounds
syllables in spoken spoken words. single-syllable (phonemes) in
words. spoken words. simple, one-syllable
words to make new
words.
PA-3 PA-5 (Part C)
Student isolates Student isolates
initial sounds in medial sounds in
spoken words. spoken words.
CLL6.4. a ELAGSEKRF2.a ELAGSEKRF2.c ELAGSEKRF2.b ELAGSEKRF2.d ELAGSEKRF2.e
CLL6.4. b ELAGSEKRF2.b ELAGSEKRF2.c
ELAGSEKRF2.c

MATERIALS
Big Idea: A kindergarten student will understand the relationship between letters and sounds and
recognize high-frequency words with speed and accuracy.
Task Materials
- Target words for identifying rhymes
PA-1
- Pictures to represent target words
Part A:
- Target words for producing rhymes
PA-2 Part B:
- Target words for counting and pronouncing syllables (should vary
between one to three syllable words)
- Target words for isolating initial sounds (should be CVC words
beginning with regular consonant sounds. Do not use words that may
PA-3
start with a soft c or soft g sound as these could be easily confused
with other consonant sounds.)
Part A:
- Target words for segmenting onsets and rimes (should be single-
syllable words)
PA-4
Part B:
- Target words for isolating final sounds (should be CVC words not
including CVCs ending with /l/, /r/, or /x/)
Part A:
- Target words for blending and segmenting single syllables (should
be multisyllabic words)
Part B:
PA-5 - Target words for blending onsets and rimes (should be single-
syllable words that do not begin with consonant blends)
Part C:
- Target words for isolating medial vowel sounds (should be CVC
words with short vowel sounds)
- Target words (should be CVC words not including CVCs ending with
PA-6
/l/, /r/, or /x/)
Part A:
- Target words (should be simple, one-syllable words)
PA-7
Part B:

GKIDS Readiness Check English Language Arts Activity 1
Learning - Student listens and differentiates between phonemic sounds

Target(s): that are the same and different.
Precursor
GKIDS is designed to provide teachers with a better understanding of where a child is in their
learning and development throughout the year. At the beginning of the year, teachers give the
GKIDS Readiness Check to elicit evidence to show where a kindergarten student is when he or
she enters kindergarten. The baseline data collected in the first six weeks on the GKIDS
Readiness Check can serve as the entry point to skills described in the GKIDS 2.0 learning
progression.
The following performance task is an activity from the GKIDS Readiness Check. For this
progression, English Language Arts Activity 1 from the GKIDS Readiness Check can be used to
assess the Precursor level. If the child was rated as Demonstrating on the GKIDS Readiness
Check, he or she can be partially matched to the Precursor level of the learning progression.

Listens and differentiates between sounds that are the same and different.
The teacher will produce the sounds of pairs of letters.
The student will tell the teacher if each set of sounds is the The student
same or different. Teachers should only produce the does not
sound of the letter without extending the sound (e.g., accurately
“/b/” not “/buh/”). differentiate
Not Yet
between the
(1) Warm-Up: Say, “I’m going to show you some Demonstrated
same and
pictures. Tell me which of these pictures are the same different sounds
and which one is different.” in any of the ten
sets of sounds.
If the student does not understand the task by providing
an accurate description of which pictures are the same
and which are different, do not proceed with the activity
and rate the student’s performance as Not Yet The student
Demonstrated. accurately
differentiates
(2) Letter Pairs: Say, “I am going to say two sounds to between the
you. I want you to tell me if the sounds are the same Emerging same and
or different. I can repeat them for you if you would like different sounds
to hear them again.” The teacher should carefully watch in one to three
the child to see if the child has heard the sounds clearly. If of the ten sets
not, the child could ask for them to be repeated. of sounds.
For example, the teacher makes the sounds of the letter
‘B’ and the letter ‘T’. The teacher asks, “Are these
sounds the same or different? Listen again, (e.g., /B/, The student
/T/)” Once the child understands the task, it may not be accurately
necessary to repeat, “Are these sounds the same or differentiates
different” after each pair. between the
Developing same and
different sounds
# Letter Pairs in four to seven
1 B, T of the ten sets
2 D, D of sounds.
3 P, V
4 B, Z
5 P, P
6 T, Z The student
7 C, C accurately
8 P, M differentiates
9 B, B between the
10 T, P Demonstrating same and
different sounds
Scoring Note: If the student doesn’t respond with purpose in eight to ten of
to any letter pairs (i.e., says “same” or “different” for all the ten sets of
sounds.
pairs) then rate on the GKIDS Readiness Check as Not
Yet Demonstrated. Alternatively, if the student is correct

on the first eight sets, the teacher may choose to stop and
match the child to the Precursor level of the learning
progression and Demonstrating on the GKIDS Readiness
Check. If a child answers all 10 questions with 80%
accuracy, the child can be matched to the Precursor level
of the learning progression.

PA-1
Learning - Student identifies rhymes. (ELAGSEKRF2.a)

Target(s):
Precursor
Manipulatives or Materials:
- Target words for identifying rhymes

- Pictures to represent target words
Note: Teachers may use other applicable assessments or the optional recording sheet with
suggested words. Refer to the Optional Resource Guide for a suggested word list with
pictures.
Performance Task Activity:
Say, “Today, we’re going to listen to words that rhyme. I’m going to say some words to
you. You are going to tell me which two words rhyme.” Provide an example (e.g., mop,
top, bed) for the student as needed to determine which pair is correct and repeat the pair for
clarity.
Ask, “Which two words rhyme?” Repeat this for other target words.
Optional Recording Sheet with Suggested Words (two sets of words are provided for use
throughout the year):
Refer to the Optional Resource Guide for a recording sheet with pictures to represent the
target words.
Set 1 Set 2
Student Student
# Rhyming Words # Rhyming Words
Response Response
1 pig, wig, bed 1 sled, chair, bed
2 bee, cake, tree 2 lake, cake, dog
3 bat, skate, cat 3 bat, shoe, cat
4 sun, frog, log 4 house, stop, mop
5 dish, fish, bag 5 ear, bug, deer
Students can be partially matched to the Precursor progression level if they can determine the
correct rhymes for 4 of the 5 rhyming word sets, from either Set 1 or Set 2.

PA-2
Learning - Student produces rhymes. (ELAGSEKRF2.a)

Target(s): - Student counts and pronounces syllables in spoken words.
(ELAGSEKRF2.b)
Beginning
Part A:
- Target words for producing rhymes
Part B:
- Target words for counting and pronouncing syllables (should vary between one to
three syllable words)
suggested words.
Process Clarification:
For all parts, the teacher may repeat the target word for the student as many times as needed
or prompt the student if he or she does not respond.
Part A:
The student may give nonsense rhyming words. For example, the words cat and tat rhyme,
even though tat is considered a nonsense word. The teacher should accept all words and
nonsense words that rhyme with the target word. The student should understand that the
onset of the word should change.
Part B:
The student may clap to count syllables of the words but does need to say the number of
syllables. The student may also need to say the target word out loud to count the syllables.
Teachers should be careful not to orally segment the word into syllables when saying each
word.

Part A:
Say, “Today we are going to work on words that rhyme, or words that sound the same
at the end. I am going to say some words to you. I want you to tell me a word that
rhymes with the word I say. For example, if I say mop, tell me what word rhymes with
mop.” The student should say rhyming words (e.g., top, pop). Repeat this for other target
words.
Set 1 Set 2
Student Student
# Word # Word
Response Response
1 bed 1 pan
2 tub 2 met
3 lip 3 hit
4 mop 4 dog
5 bag 5 nut
Note: These suggested CVC words are repeated in other performance tasks to provide
seamless administrations. These suggested CVC words begin with regular consonant
sounds, have short vowel sounds, and do not end with /l/, /r/, or /x/ sounds.
Part B:
Say, “Now, I am going to say some more words to you. I want you to say each word
after me and tell me how many syllables, or word parts, you hear in each word.”
Depending on the point of instruction in the classroom, you might demonstrate the number of
syllables in a word (e.g., student’s name) by clapping while saying the syllables. As the
student develops the skill, it is likely that clapping will be less necessary. The student may
also clap or tap the number of syllables in the spoken words.
Provide an example for the student as needed. Say, “For example, if I say football, repeat
after me, foot-ball. Tell me how many syllables you hear in the word football.” The
student should count and pronounce the syllables in the word, foot-ball. Repeat this for other
target words.

Set 1 Set 2
Student Student
# Word # Word
Response Response
1 doctor 1 teacher
2 sunglasses 2 can
3 lip 3 hallway
4 outside 4 computer
5 teacher 5 robot
Students can be partially matched to the Beginning progression level if they can correctly say
a rhyming word for 4 of the 5 target words in Part A and correctly count and pronounce
syllables for 4 of the 5 target words in Part B.

PA-3
Learning - Student isolates initial sounds in spoken words.

Target(s): (ELAGSEKRF2.c)
Beginning
- Target words for isolating initial sounds (should be CVC words beginning with regular
consonant sounds. Do not use words that may start with a soft c or soft g sound as
these could be easily confused with other consonant sounds.)
suggested words (refer to the Optional Resource Guide).
Say, “I am going to say some more words to you. Listen carefully. I want you to tell me
the beginning sound you hear in each word. For example, if I say the word top, tell me
the beginning sound you hear in the word top.” The student should say /t/. The teacher
may repeat the target word for the student as many times as needed or prompt the student if
he or she does not respond. Repeat this for other target words. If the student says the name
of the letter instead of the sound it makes, say, “Remember, I want you to tell me the
beginning sound you hear, not the letter name.”
Set 1 Set 2
Student Student
# Word # Word
Response Response
1 bed 1 pan
2 tub 2 met
3 lip 3 hit
4 mop 4 dog
5 bag 5 nut
Students can be partially matched to the Beginning progression level if they can correctly
isolate initial sounds for 4 of the 5 target words from either set.

PA-4
Learning - Student segments onsets and rimes of single-syllable spoken

Target(s): words. (ELAGSEKRF2.c)
- Student isolates final sounds in spoken words.
Emerging (ELAGSEKRF2.c)
Part A:
- Target words for segmenting onsets and rimes (should be single-syllable words)
Part B:
- Target words for isolating final sounds (should be CVC words not including CVCs
ending with /l/, /r/, or /x/)
suggested words.
Part A:
The teacher should be careful not to extend the onset (initial sound). For example, the
teacher should say /b/ not /buh/. It might be helpful to repeat the initial sound in the example
to determine whether the student understands what has been said by the teacher.
Part A:
Sit with the student and say, “Today, I’m going to say some words to you. Listen to each
word carefully. I want you to separate each word and tell me the beginning sound and
the rest of the word. For example, if I say the word bag, the beginning sound is /b/ and
the rest of the word is -ag. B-ag.” Repeat this for other target words.

Set 1 Set 2
Student Student
# Word # Word
Response Response
1 rag 1 bed
2 sad 2 hog
3 pot 3 bug
4 tap 4 duck
5 cub 5 jam
Students can be partially matched to the Emerging progression level if they can correctly
segment onsets and rimes for 4 of the 5 target words from either set.
Part B:
Say, “Now, I’m going to say some more words to you. I want you to tell me the final, or
last, sound of each word. I can repeat the word for you if you need. Listen carefully.
What is the final sound (you hear) in the word sat?” Repeat this for other target words.
The student may say the name of the letter that the sound makes. Say, “Remember, I want
you to tell me the final sound you hear, not the letter name.”
Set 1 Set 2
Student Student
# Word # Word
Response Response
1 bed 6 pan
2 tub 7 met
3 lip 8 hit
4 mop 9 dog
5 bag 10 nut
Students can be partially matched to the Emerging progression level if they can correctly
isolate the final sounds for 4 of the 5 target words from either set.

PA-5
Learning - Student blends and segments single syllables in spoken words.

Target(s): (ELAGSEKRF2.b)
- Student blends onsets and rimes of single-syllable spoken
Developing words. (ELAGSEKRF2.c)
- Student isolates medial sounds in spoken words.
(ELAGSEKRF2.c)
Part A:
- Target words for blending and segmenting single syllables (should be multisyllabic
words)
Part B:
- Target words for blending onsets and rimes (should be single-syllable words that do
not begin with consonant blends)
Part C:
- Target words for isolating medial vowel sounds (should be CVC words with short
vowel sounds)
suggested words.
Part B:
The teacher should be careful not to extend the onset (initial sound). For example, the
teacher should say /b/ not /buh/.
Part A:
Sit with the student and say, “Today, we are going to work on blending and segmenting
syllables of words, or parts of words. We are going to work on how syllables can be
put together to form a whole word and how a whole word can be taken apart. First, I am
going to say syllables. I want you to blend (or put) the syllables together to make the
whole word. For example, if I say pa-per, when I blend the syllables together it makes
the word paper.” Repeat this for other target words.
After student blends syllables of words, say “Now I am going to say a whole word and I
want you to segment the word into word parts. For example, if I say the word pencil,
when I segment the word into syllables it sounds like pen-cil.” Repeat this for other
target words.

Optional Recording Sheet with Suggested Words:
Syllables to Blend Words to Segment

Student Student
# Syllables # Words
Response Response
1 nap-kin 1 teacher
2 ba-by 2 candy
3 bas-ket 3 mitten
4 com-pu-ter 4 rabbit
5 cup-cake 5 banana
Students can be partially matched to the Developing progression level if they can correctly
blend and segment syllables of words for 4 of the 5 target words from each set.
Part B:
Say, “Now, we are going to work on blending onsets and rimes to make words. I am
going to say the word parts. I want you to blend the word parts together to make a
word. For example, if I say d-uck, when I blend the word parts together it makes the
word duck. Try this one, f-ish. When you blend the word parts together, what word do
they make? Fish.” Repeat this for other target words.
Set 1 Set 2
Student Student
# Onset-Rime # Onset-Rime
Response Response
1 r-ag 1 b-ed
2 s-ad 2 h-og
3 p-ot 3 b-ug
4 t-ap 4 d-uck
5 c-ub 5 j-am
blend onsets and rimes for 4 of the 5 target words from either set.
Part C:
Say, “Now, I am going to say some more words to you. Listen carefully. I want you to
tell me the middle sound of each word. I can repeat the word for you if you need. What
is the middle sound (you hear) in the word sat?” Repeat this for other target words. The
student may say the name of the letter that the sound makes. Say, “Remember, I want you
to tell me the middle sound you hear, not the letter.”

Set 1 Set 2
Student Student
# Word # Word
Response Response
1 bed 6 pan
2 tub 7 met
3 lip 8 hit
4 mop 9 dog
5 bag 10 nut
isolate the medial sounds for 4 of the 5 target words from either set.

PA-6
Learning - Student blends and pronounces the initial, medial vowel, and
Target(s): final sounds (phonemes) in three-phoneme (consonant-vowel-
consonant, or CVC) spoken words. (This does not include
Demonstrating CVCs ending with /l/, /r/, or /x/). (ELAGSEKRF2.d)
- Target words (should be CVC words not including CVCs ending with /l/, /r/, or /x/)
Teachers should be careful not to blend the sounds when saying each phoneme.
Say, “Today, I am going to say the sounds of words. I want you to repeat the sounds I
say and blend the sounds together to make a whole word. For example, if I say the
sounds, /h/, /a/, /t/, the whole word is hat.” Listen to the sounds I say. Remember, I want
you to repeat the sounds I make and then blend (or put) them together to make the
whole word.” The teacher may repeat the target word for the student as many times as
needed or if the student does not respond. Repeat this for other target words.
Optional Recording Sheets with Suggested Words (two sets of words are provided for use
Set 1 Set 2
# Phonemes Student Response # Phonemes Student Response
1 /b/, /e/, /d/ 1 /p/, /a/, /n/
2 /t/, /u/, /b/ 2 /m/, /e/, /t/
3 /l/, /i/, /p/ 3 /h/, /i/, /t/
4 /m/, /o/, /p/ 4 /d/, /o/, /g/
5 /b/, /a/, /g/ 5 /n/, /u/, /t/
Students can be partially matched to the Demonstrating progression level if they can correctly
blend and pronounce the initial, medial vowel, and final sounds for 4 of the 5 target words
from either set.

PA-7
Learning - Student adds or substitutes individual sounds (phonemes) in

Target(s): simple, one-syllable words to make new words.
(ELAGSEKRF2.e)
Exceeding - Student substitutes individual sounds (phonemes) in simple,
one-syllable words to make new words. (ELAGSEKRF2.e)
Part A:
Part B:
Adding and substituting individual sounds should also be done with initial, medial, and final
phonemes. The student might also produce a word that is a nonsense word. These words
should be allowed if the student says the word correctly. For example, pot to hot, mot.
The teacher may repeat the target word for the student as many times as needed or if the
student does not respond.
Part A:
To assess adding phonemes, sit with the student and say, “Sometimes a sound can be
added to a word to make a new word. For example, the sounds, /p/, /o/, /t/ make the
word pot. If I add the sound /s/ at the end, it makes a new word pots. Sounds can be
added in the middle or at the end.”
Allow the student additional practice and provide guidance to ensure he or she understands
the directions of the task. For example, instruct the student to repeat the word it, “Let’s
practice. Repeat this word after me, it.” Ask the student, “If I add the sound /f/ to the
beginning of the word it, what is the new word? The student should say the word fit. If the
student does not correctly say the new word, the teacher should clarify, “The new word is
fit.” Repeat this for other target words and phonemes.

Student
# Word Add Phoneme
Response
1 us initial sound, /b/
2 old initial sound, /t/
3 and initial sound, /l/
4 top final sound, /s/
5 rat final sound, /s/
Part B:
After the student adds phonemes to make new words, ask the student to substitute
phonemes to make new words. Say, “Sometimes a sound in a word can be changed to
make a new word. For example, the word pot has three sounds, /p/, /o/, /t/. If I change
the first sound from /p/ to /h/ the word changes from pot to hot.”
Allow the student additional practice and provide guidance to ensure he or she understands
the directions of the task. For example, instruct the student to repeat the word cat, “Let’s
practice. Repeat this word after me, cat.” Ask the student, “If I change the last sound
from /t/ to /p/ what is the new word? The student should say the word cap. Repeat this for
other target words and phonemes.
Substitute Student Response

# Word
Phoneme
1 mop initial sound, /b/
2 dad initial sound, /t/
3 hit final sound, /p/
4 bet medial sound, /a/
5 bun medial sound, /i/
Students can be partially matched to the Exceeding progression level if they can correctly add
phonemes for 4 of the 5 target words in Part A or substitute phonemes for 4 of the 5 target
words in Part B.

LEARNING PROGRESSION – PHONICS

Progression: Phonics
Beginning Emerging Developing Demonstrating Exceeding
GKIDS Readiness PHO-1 PHO-2 PHO-3 PHO-4
Check English Student independently Student produces long Student isolates and Student decodes final -
Language Arts produces one-to-one vowel sounds. pronounces the initial, e and common vowel
Activity 2 and Activity letter-sound medial vowel, and final teams within texts.
3 correspondences for sounds (phonemes) in
Student independently each consonant. three-phoneme
recognizes and names (consonant-vowel-
upper- and lowercase consonant, or CVC)
letters of the alphabet. printed words. (This
does not include CVCs
ending with /l/, /r/, or
/x/).
PHO-1 PHO-4
Student produces short Student decodes
vowel sounds. consonant digraphs
within texts.
ELAGSEKRF1.d ELAGSEKRF3.a ELAGSEKRF3.b ELAGSEKRF1.b ELAGSE1RF3.a
CLL7.4.a ELAGSEKRF3.b ELAGSEKRF3.a ELAGSE1RF3.c
ELAGSEKRF3.b

MATERIALS
Task Materials
PHO-1 - Printed letters (e.g., worksheet, letter cards, etc.)
- Printed letters (e.g., worksheet, letter cards, etc.)

PHO-2
- Target words (should be CVC words not including CVCs ending with
PHO-3 /l/, /r/, or /x/)
- Variety of early-reader texts (e.g., Fountas & Pinnell Level D+, DRA
5+). Texts contain: (a) many sentences with prepositional phrases and
adjectives (e.g., the small bunny hops in the grass); (b) fewer repetitive
language patterns; (c) two to six lines of text on each page; (d) longer
sentences (i.e., six or more words); (e) some sentences that turn over
to the next line. Ensure the texts include words that students can
decode including:
PHO-4 - common vowel teams such as –ai, –ay, –ea, –ee, –oa (e.g., rain,
day, seat, tree, boat)
- final –e words (in CVCe words, the initial vowel is usually long and
the –e is silent)
- consonant digraphs; begin with /sh/, /ch/, /th/, /wh/ (e.g., ship,
cheese, think, when); introduce /kn/, /wr/, and /ph/ as needed

GKIDS Readiness Check English Language Arts Activity 2 and Activity 3
Learning - Student independently recognizes and names upper- and

Target(s): lowercase letters of the alphabet.
Beginning
progression.
progression, English Language Arts Activity 2 and English Language Arts Activity 3 from the
GKIDS Readiness Check can be used to assess the Beginning level. A student rated
Demonstrating on both Readiness Check activities is fully matched to the Beginning level of the
learning progression.

Recognizes and names some uppercase letters of the alphabet.
The teacher will sit with the student, present all twenty-six
uppercase letters, and ask the student to name each of the The student is
letters presented. Letters should be presented in random unable to
order. Not Yet name any of
Demonstrated the uppercase
Say, “I’m going to show you some letters. I want you to letters of the
tell me the names of the letters that you know.” alphabet.
If the child gives the letter sound, say, “Remember, tell

me the letter name, not the sound it makes.” If the child The student
again says the letter sound, mark the response as incorrect names 1-5
and continue with the task. Emerging uppercase
letters of the
Scoring Note: If a student, for example, names a letter alphabet.
correctly (e.g., G) and then applies that same letter
incorrectly to another (e.g., Q), recheck both letters. If the
student continues to overgeneralize one letter, score both
letters as incorrect. The scoring process is similar for a The student
student who overgeneralizes a letter to more than one names 6-11
other letter. Developing uppercase
letters of the
As a reminder, this activity assesses students’ letter alphabet.
recognition skills upon entry to Kindergarten – not end of
year expectations as described in the Georgia Standards of
Excellence for Kindergarten.
The student
Optional Materials: Teachers may either use their own names 12-21
classroom materials (e.g., letter cards) or the provided Demonstrating uppercase
optional worksheets. Ensure that letters are presented letters of the
randomly and that students are familiar with the font used alphabet.
in the presentation.
Teacher copy for scoring: A worksheet with all 26 letters of The student
the alphabet printed in uppercase is also provided as an names more
optional resource. than 21
Exceeding
uppercase
Student copy for administration: A worksheet with all 26 letters of the
letters of the alphabet printed in uppercase is also provided alphabet.
as an optional resource.

Recognizes and names some lowercase letters of the alphabet.
The teacher will sit with the student, present all twenty-six
lowercase letters, and ask the student to name each of the The student is
letters presented. Letters should be presented in random unable to
order. name any of
Not Yet
the lowercase
Demonstrated
Say, “I’m going to show you some letters. I want you to letters of the
tell me the names of the letters you know.” alphabet.
If the child gives the letter sound, say, “Remember, tell me

the letter name, not the sound it makes.” If the child The student
again says the letter sound, mark the response as incorrect names 1-3
and continue with the task. Emerging lowercase
letters of the
Scoring Note: If a student, for example, names a letter alphabet.
correctly (e.g., g) and then applies that same letter
incorrectly to another (e.g., q), recheck both letters. If the
student continues to overgeneralize one letter, score both
letters as incorrect. The scoring process is similar for a The student
student who overgeneralizes a letter to more than one names 4-8
other letter. Developing lowercase
letters of the
As a reminder, this activity assesses students’ letter alphabet.
recognition skills upon entry to Kindergarten – not end of
year expectations as described in the Georgia Standards of
Excellence for Kindergarten. The student
names 9-17
Demonstrating lowercase
Optional Materials: Teachers may either use their own letters of the
classroom materials (e.g., letter cards) or the provided alphabet.
optional worksheets. Ensure that letters are presented
randomly and that students are familiar with the font used
in the presentation.
The student
Teacher copy for scoring: A worksheet with all 26 letters of names more
the alphabet printed in lowercase is also provided as an than 17
optional resource. Exceeding
lowercase
letters of the
Student copy for administration: A worksheet with all 26 alphabet.
letters of the alphabet printed in lowercase is also provided
as an optional resource.

PHO-1
Learning - Student independently produces one-to-one letter-sound

Target(s): correspondences for each consonant. (ELAGSEKRF3.a)
- Student produces short vowel sounds. (ELAGSEKRF3.b)
Emerging
Note: Teachers may use other applicable assessments (e.g., DIBELS, AIMSWEB) or the
optional recording sheet with suggested letters (refer to the Optional Resource Guide).
Say, “Today, I’m going to show you some letters. I want you to tell me the sound the
letter makes.”
Have printed letters for the student. If using letter cards, present one card at a time. If using a
worksheet of letters, point to each letter.
For each letter, point and ask, “What sound does this letter make?” Continue to point to
each letter and ask the student to say the corresponding sound aloud. If the student gives the
letter name, ask, “What other sound does letter ‘o’ make?” or say, “Remember, tell me
the sound the letter makes, not the letter name.”
The student produces one-to-one letter-sound correspondence for each consonant (the
primary or most frequent sounds for each consonant) and short vowel sounds.

PHO-2
Learning
Target(s): - Student produces long vowel sounds. (ELAGSEKRF3.b)
Developing
optional recording sheet with suggested letters (refer to the Optional Resource Guide).
Say, “Today, I’m going to show you the five vowels. I want you to tell me the long vowel
sound each letter makes.”
Have printed vowels for the student. If using letter cards, present one card at a time. If using a
worksheet of letters, point to each letter.
For each vowel, point and ask, “What is the long vowel sound this letter makes?”
Continue to point to each letter and ask the student to say the corresponding sound aloud. If
the student says the short vowel sound, say, “Remember, tell me the long vowel sound,
not the short vowel sound.”

PHO-3
Learning
Target(s): - Student isolates and pronounces the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonant-vowel-
Demonstrating consonant, or CVC) printed words. This does not include CVCs
ending in /l/, /r/, or /x/. (ELAGSEKRF1.b; ELAGSEKRF3.a;
ELAGSEKRF3.b)
- Target words (should be CVC words not including CVCs ending with /l/, /r/, or /x/)
optional recording sheet with suggested words.

Sit with the student and say, “Today I’m going to show some words to you.” For example,
ask, “What is this word?”
Point to the word. Point to each letter in the word and ask, “What is the initial, or beginning,
sound in the word? What is the middle sound in the word? What is the final, or last,
sound in the word?” If the word is top, the student should respond, /t/, /o/, /p/, top.
The student should say each phoneme of the word and pronounce the whole word. If the
student gives the letter name, say, “Remember, tell me the sounds in the word, not the
letter names.”
Set 1 Set 2
Student Student
# Word # Word
Response Response
1 bed 1 pan
2 tub 2 met
3 lip 3 hit
4 mop 4 dog
5 bag 5 nut
Students can be partially matched to the Demonstrating progression level if they can correctly
isolate initial, medial vowel, and final sounds in CVC words for 4 of the 5 target words from
either set. Note: Refer to the Optional Resource Guide for a large print word list that can used
in the administration of this task.

PHO-4
Learning - Student decodes final -e and common vowel team within texts.
Target(s): (ELAGSE1RF3.c)
- Student decodes consonant digraphs within texts.
Exceeding (ELAGSE1RF3.a)
- Variety of early-reader texts (e.g., Fountas & Pinnell Level D+, DRA 4+). Texts
contain: (a) many sentences with prepositional phrases and adjectives (e.g., the small
bunny hops in the grass); (b) fewer repetitive language patterns; (c) two to six lines of
text on each page; (d) longer sentences (i.e., six or more words); (e) some sentences
that turn over to the next line. Ensure the texts include words that students can
decode including:
- common vowel teams such as –ai, –ay, –ea, –ee, –oa (e.g., rain, day, seat, tree,
boat)
- final –e words (in CVCe words, the initial vowel is usually long and the –e is silent)
- consonant digraphs; begin with /sh/, /ch/, /th/, /wh/ (e.g., ship, cheese, think,
when); introduce /kn/, /wr/, and /ph/ as needed
Note: Refer to the Optional Resource Guide for a crosswalk of the Instructional Grade-Level
Equivalence Chart by Fountas and Pinnell.
Provide an early-reader text to the student. Briefly introduce the text to the student and provide
some context to the text. For example, if the text is about someone helping to clean up a park,
the teacher could ask, “Do you ever help clean up the house?” or “Do you like to go to the
park?” This book is about someone who helps clean up a park.
Say, “Today, I’d like you to read this book out loud for me. The book is called ______.”
The student should independently read the book aloud. The teacher should observe if the
student accurately decodes consonant digraphs, final -e, and common vowel teams.
The teacher should repeat this activity over time with a variety of early-reader texts until there is
a preponderance of evidence that the student is able to decode consonant diagraphs, final -e,
and common vowel teams independently and accurately.

LEARNING PROGRESSION: HIGH-FREQUENCY WORDS

Progression: High-Frequency Words
Fountas & Pinnell Level Fountas & Pinnell Level Fountas & Pinnell Level Fountas & Pinnell Level
A/B, DRA 2 B/C, DRA 2/3 C, DRA 3 D+, DRA 4+
HFW-1 HFW-2* HFW-2 HFW-2 HFW-2
Student identifies and Student independently Student independently Student independently Student independently
names high-frequency reads common high- reads common high- reads common high- reads common high-
words by sight in frequency words by frequency words by frequency and frequency words by
isolation. sight in decodable sight in emergent increasingly difficult sight in early reader
books (e.g., and, the, reader texts. words by sight in texts.
of, to, you, she, my, is, emergent reader texts.
are, do, does).
ELAGSEKRF4 ELAGSEKRF4 ELAGSEKRF4 ELAGSEKRF4 ELAGSEKRF4

*HFW-2 can be used to assess multiple stages of the progression by using varied leveled readers. At each stage starting at
Emerging, students are reading high-frequency words by sight in texts. Throughout the school year, this task should be repeated
using different leveled readers as appropriate to the stage in the progression (e.g., decodable book, emergent reader, early
reader).

MATERIALS
Task Materials
- High-frequency words in environmental print, labels in classroom,
HFW-1 simple sentence strips, etc.
- Emerging: Variety of decodable books (e.g., Fountas & Pinnell Level

A/B, DRA 2). At the beginning stages of reading, decodable books
should contain: (a) repeating language patterns (3-6 words per page);
(b) short, predictable sentences; (c) one line of text on each page; (d)
text highly supported by illustrations; and (e) vocabulary familiar to
students.
- Developing: Variety of emergent-reader texts (e.g., Fountas & Pinnell
Level B/C, DRA 2/3). Emergent-reader texts should contain: (a)
repeating language patterns (3-7 words per page); (b) short,
predictable sentences; (c) two to three lines of text on each page; (d)
text highly supported by illustrations; and (e) almost all vocabulary
familiar to students.
HFW-2 - Demonstrating: Variety of emergent-reader texts at the student’s
independent level (e.g., Fountas & Pinnell Level C, DRA 3). Emergent-
reader texts should contain: (a) sentences with prepositional phrases
and adjectives (e.g., the small bunny hops in the grass); (b) two to five
lines of text on each page; (c) text highly supported by illustrations; and
(d) almost all vocabulary familiar to students with a greater range of
and increasingly more difficult high-frequency words.
- Exceeding: Variety of early-reader texts (e.g., Fountas & Pinnell Level
D+, DRA 4+). Texts should contain: (a) many sentences with
prepositional phrases and adjectives (e.g., the small bunny hops in the
grass); (b) fewer repetitive language patterns; (c) two to six lines of text
on each page; (d) longer sentences (i.e., six or more words); and (e)
some sentences that turn over to the next line.

HFW-1
Learning - Student identifies and names high-frequency words by sight in

Target(s): isolation. (ELAGSEKRF4)
Beginning
- High-frequency words in environmental print, labels in classroom, simple sentence

strips, etc.
Prepare a selection of high-frequency words to ask the student. The words could be in
environmental print, labels that appear in the classroom, or simple sentence strips.
Say, “Today, I’m going to show you some words and I’d like you to tell me what the
words say.” Point to the high-frequency words students should name.
Listen to discern whether the student independently names high-frequency words by sight.
The teacher should repeat this activity with a variety of words until the child is able to name
high-frequency words by sight.
If the child is unable to name high-frequency words, ask the student to identify high-frequency
words. For example, if a student can’t name the high-frequency words in a sentence such as
“She likes black cats” then the teacher may ask, “Can you show me which word in this
sentence is the word black?”
Note: Students should identify and name high-frequency words by sight to match to the
Beginning stage of the progression. By asking students to name and then identify, teachers
can determine if students can identify but not name or if students cannot identify or name
high-frequency words by sight.

HFW-2
Learning - Student independently reads common high-frequency words by sight

Target(s): in decodable books (e.g., and, the, of, to, you, she, my, is, are, do,
does). (ELAGSEKRF4)
Emerging - Student independently reads common high-frequency words by sight
Developing in emergent reader texts. (ELAGSEKRF4)
Demonstrating - Student independently reads common high-frequency words and
Exceeding increasingly difficult words by sight in emergent reader texts.
(ELAGSEKRF4)
- Student independently reads common high-frequency words by sight
in early reader texts. (ELAGSEKRF4)
- Emerging: Variety of decodable books (e.g., Fountas & Pinnell Level A/B, DRA 2). At
the beginning stages of reading, decodable books should contain: (a) repeating
language patterns (3-6 words per page); (b) short, predictable sentences; (c) one line
of text on each page; (d) text highly supported by illustrations; and (e) vocabulary
familiar to students.
- Developing: Variety of emergent-reader texts (e.g., Fountas & Pinnell Level B/C,
DRA 2/3). Emergent-reader texts should contain: (a) repeating language patterns (3-7
words per page); (b) short, predictable sentences; (c) two to three lines of text on each
page; (d) text highly supported by illustrations; and (e) almost all vocabulary familiar to
students.
- Demonstrating: Variety of emergent-reader texts at the student’s independent level
(e.g., Fountas & Pinnell Level C, DRA 3). Emergent-reader texts should contain: (a)
sentences with prepositional phrases and adjectives (e.g., the small bunny hops in the
grass); (b) two to five lines of text on each page; (c) text highly supported by
illustrations; and (d) almost all vocabulary familiar to students with a greater range of
and increasingly more difficult high-frequency words.
- Exceeding: Variety of early-reader texts (e.g., Fountas & Pinnell Level D+, DRA 4+).
Texts should contain: (a) many sentences with prepositional phrases and adjectives
(e.g., the small bunny hops in the grass); (b) fewer repetitive language patterns; (c)
two to six lines of text on each page; (d) longer sentences (i.e., six or more words);
and (e) some sentences that turn over to the next line.
Provide a leveled reader (e.g., decodable book, emergent reader, early reader) to the student.
Throughout the school year, this task should be repeated using different leveled readers as
appropriate by the stage in progression.
Briefly introduce the book to the student and provide some context for the book. For example,
if the book is about two friends playing a game, the teacher could ask, “Do you have a friend
you like to play games with?” This book is about two friends.

Say, “Today, I’d like you to read this book out loud for me. The book is titled ______.”
The student should independently read the book aloud.
Listen to discern whether the student independently reads high-frequency words by sight in
the leveled reader. The teacher should repeat this activity with a variety of leveled readers
until the child is able to read the high-frequency words within each leveled reader with
accuracy. The teacher could keep a list of sight words the child is reading in the books.

LEARNING PROGRESSIONS – COMPREHENSION

Big Idea: A kindergarten student will independently read grade-level texts of different genres with accuracy and demonstrate comprehension by answering
text dependent questions.
NOTE: This progression includes both listening comprehension and reading comprehension.
Progression: Comprehension
Precursor Precursor Beginning Emerging Developing Demonstrating Exceeding
In conversation;
With familiar text With cold read; With cold read; With cold read;
With familiar text
In conversation In conversation read aloud by reading levels A-B, reading levels B-C, reading levels D+,
read aloud by
others DRA 2 DRA 2-3 DRA 4+
others
SLRC-1: SLRC-1: SLRC-1: SLRC-3: SLRC-4: SLRC-5 (Part A): SLRC-6:
Student answers Student engages in Student describes Student retells key Student answers Student describes Student infers central message
questions in conversations with familiar people, details and major questions, the connection or lesson, determines the
conversations with the teacher using places, things, and events orally, with identifying one or between two meaning of words and phrases,
the teacher with complete sentences events in pictures, or more as individuals, events, and describes the connections
one word or a short to express ideas. conversation and, illustrations from appropriate: ideas, or pieces of between two individuals, events,
phrase. with prompting and familiar story books characters, setting, information in a or ideas within a text.
support, provides read aloud by and/or main text.
additional detail. others. topic/idea and
retells the story.
SLRC-1: SLRC-2 (Part A): SLRC-4: SLRC-5 (Part A): SLRC-6:
Student produces Student uses finger Student answers Student compares The student self-corrects or
and expands to follow words from questions about the beginning and confirms text with pictures.
complete sentences left to right, top to key details. end of a text for
in shared language bottom, and page- character/
activities. by-page. individual
experiences using
words and
illustrations.
SLRC-2 (Part B): SLRC-4: SLRC-5 (Part A):
Student orally Student answers Student identifies
identifies or questions about author’s purpose.
communicates unknown words.
characters,
settings, and major
events from familiar
stories read aloud
by others.

Big Idea: A kindergarten student will independently read grade-level texts of different genres with accuracy and demonstrate comprehension by answering
text dependent questions.
NOTE: This progression includes both listening comprehension and reading comprehension.
Progression: Comprehension
Precursor Precursor Beginning Emerging Developing Demonstrating Exceeding
SLRC-4: SLRC-5: (Part B)
Student identifies Student describes
the role of author the similarities and
and illustrator. differences of two
texts on the same
topics using words
and illustrations.
CLL1.4. b CLL4.4. b ELAGSEKSL1.b ELAGSEKSL4 ELAGSEKSL4 ELAGSEKSL2 ELAGSEKSL2

CLL1.4.c CLL4.4.c ELAGSEKSL4 ELAGSEKSL6 ELAGSEKSL6 ELAGSEKSL3 ELAGSEKSL3
CLL4.4. b CLL1.4. a ELAGSEKSL6 ELAGSEKRL1 ELAGSEKRL1 ELAGSEKSL4 ELAGSEKSL4
ELAGSEKSL1.b ELAGSEKSL1.b ELAGSEKRL3 ELAGSEKRL2 ELAGSEKRL2 ELAGSEKSL6 ELAGSEKSL6
ELAGSEKSL2 ELAGSEKSL6 ELAGSEKRL10 ELAGSEKRL3 ELAGSEKRL3 ELAGSEKRL1 ELAGSEKRL9
ELAGSEKSL3 ELAGSEKL1 ELAGSEKL1.f ELAGSEKRL10 ELAGSEKRL4 ELAGSEKRL2 ELAGSEKRL10
ELAGSEKL1.d ELAGSEKL6 ELAGSEKL6 ELAGSEKRI1 ELAGSEKRL6 ELAGSEKRL3 ELAGSEKRI1
ELAGSEKL1.f ELAGSEKRI2 ELAGSEKRL10 ELAGSEKRL9 ELAGSEKRI2
ELAGSEKRI10 ELAGSEKRI1 ELAGSEKRL10 ELAGSEKRI3
ELAGSEKL1.f ELAGSEKRI2 ELAGSEKRI1 ELAGSEKRI4
ELAGSEKL6 ELAGSEKRI3 ELAGSEKRI2 ELAGSEKRI10
ELAGSEKRI4 ELAGSEKRI3 ELAGSEKL1.f
ELAGSEKRI6 ELAGSEKRI9 ELAGSEKL6
ELAGSEKRI10 ELAGSEKRI10 ELAGSE1RL2
ELAGSEKL1.f ELAGSEKL1.f ELAGSE1RI3
ELAGSEKL6 ELAGSE1RI4

MATERIALS
Big Idea: A kindergarten student will independently read grade-level texts of different
genres with accuracy and demonstrate comprehension by answering text dependent
questions.
Task Materials
- Variety of familiar stories (e.g., story books, nursery rhymes)
that teachers have read aloud several times. Familiar story
books for kindergarten should contain: (a) engaging
illustrations that support and extend the story; (b) characters,
SLRC-2 settings, and sequence of events. Stories should also have
relatable and engaging topics and themes that are
appropriate for this age range (e.g., friendship, sharing,
lessons about making good choices, family interactions,
historical fiction, and books about cultural traditions).
- Variety of familiar story books that teachers have read aloud
several times. Story books for kindergarten should contain:
(a) engaging illustrations that support and extend the story;
(b) characters, settings, and sequence of events. Read
SLRC-3 aloud books should also have relatable and engaging topics
and themes that are appropriate for this age range (e.g.,
friendship, sharing, lessons about making good choices,
family interactions, historical fiction, and books about cultural
traditions).

- Variety of early decodable books (e.g., Fountas and Pinnell
Levels A-B, DRA 2) from different genres (story books,
poems, nonfiction). At the beginning stages of reading, early
decodable books should contain: (a) single word, phrase, or
simple sentence on one page; (b) exaggerated spacing; (c)
illustrations that are highly supportive of text; (d) most of
meaning conveyed through the illustrations; (e) consistent
SLRC-4 placement of text (e.g., top left to right, bottom left to right);
and (f) sight words familiar to the student.
- TextProject, Inc. has free books that may be printed for the
purposes of this work. BeginningReads Levels 1, 2, and 3
(assess with Levels 2 or 3) support this stage of the
progression. The website is: http://textproject.org/classroom-
materials/students/beginningreads/
- Variety of early decodable books (e.g., Fountas and Pinnell
Levels B-C, DRA 2-3) from different genres (story books,
poems, nonfiction). At the beginning stages of reading, early
decodable books should contain: (a) single word, phrase, or
simple sentence on one page; (b) exaggerated spacing; (c)
illustrations that are highly supportive of text; (d) most of
meaning conveyed through the illustrations; (e) consistent
SLRC-5 placement of text (e.g., top left to right, bottom left to right);
and (f) sight words familiar to the student.
purposes of this work. BeginningReads Levels 1, 2, and 3
(assess with Levels 2 or 3) support this stage of the
- Variety of emergent reader texts (e.g., Level D+, DRA 4+) of
different genres (story books, poems, nonfiction). Texts
should include more variation of text placement on pages,
longer and more complex sentences, varied opening and
closing sentences, moderate to high support from
illustrations. Texts should also include two or more
individuals, events, or ideas in the text and a clear central
SLRC-6
message or lesson.
purposes of this work. BeginningReads Level 7 provides 12
books that support this stage of the progression. The
website is: http://textproject.org/classroom-

SLRC-1
Learning - Student answers questions in conversations with the teacher

Target(s): with one word or a short phrase.
- Student engages in conversations with the teacher using
Precursor complete sentences to express ideas.
Beginning (partial) - Student describes familiar people, places, things, and events
and, with prompting and support, provides additional detail.
- Student produces and expands complete sentences in shared
language activities.
Answering questions and engaging in conversation can be observed and assessed within the
context of any classroom instruction across all content areas between the teacher and
student or peer to peer. Teachers should understand that naturalistic opportunities provide
the chance for observation and rating of student performance. For this task, you may also
consider the child’s disposition. A child who is introverted may not elaborate in front of peers
whereas a child who is extroverted may feel comfortable talking in front of others. The context
in which you collect evidence may also need to be considered.
Describing familiar people, places, things, and events can also be observed and assessed
within the context of any classroom instruction across all content areas or with peer-to-peer
interactions. Teachers should observe the student’s ability to listen and converse with others,
and this can happen anytime in the classroom. The classroom provides many naturalistic
opportunities for you to observe and match student behaviors to this level of the progression.
If a student is responding to a peer with short phrases or one word, then the teacher should
probe deeper to attempt to elicit more language from the student.
Engage the student in a conversation about familiar people, places, things, and events.
Because you are looking to elicit complete sentences and elaboration, it is optimal to engage
the student in a familiar topic of high interest.
For example, say, “Tell me about your favorite thing to do at school.” Allow the student to
respond orally, noting the details used to describe a familiar place. If the student responds
with only one detail, prompt him or her to say more. Ask, “What else can you tell me about
the things you like to do in school?” Allow the student to respond orally with additional
details.
Questions about events could be “What is your favorite thing in our classroom?”; “What was
the most exciting activity you did during class today?”; “What games did you play on the
playground?”; or “Tell me one thing you did with your family this weekend.”

Prompt the student to answer various questions describing familiar people, places, things,
and events. This task can be used to assess students’ abilities to communicate ideas in
conversation. Their responses should be evaluated to place students at one of the Precursor
or Beginning stages of the comprehension progression.

SLRC-2
Learning - Student uses finger to follow words from left to right, top to
Target(s): bottom, and page-by-page.
- Student orally identifies or communicates characters, settings,
Beginning and major events from familiar stories read aloud by others.
- Variety of familiar stories (e.g., story books, nursery rhymes) that teachers have read
aloud several times. Familiar story books for kindergarten should contain: (a) engaging
illustrations that support and extend the story; (b) characters, settings, and sequence of
events. Stories should also have relatable and engaging topics and themes that are
appropriate for this age range (e.g., friendship, sharing, lessons about making good
choices, family interactions, historical fiction, and books about cultural traditions).
The stories or books selected for this task should be familiar to the student. Questions about
characters, setting, and/or main topic/idea should be worded in the context of the book when
possible.
Part A:
Provide the story or book to the student. Briefly introduce the story or book to the student and
provide some context for the task. For example, if the book is “Goldilocks and the Three
Bears,” the teacher could say, “Today, we are going to read a story about Goldilocks and
the Three Bears again.” Before beginning to read the story aloud, ask the student to use his
or her finger to follow words during reading. Say, “As I read you this story, I want you to
use your finger to follow the words from left to right, top to bottom, and page-by-page.”
It may be necessary to prompt the student by asking specifically, “Where do we begin reading
the text? Where is the top of the page? Where is the bottom of the page? At the end of this
page, where do I read next?”
Part B:
Next, read the story aloud to the student. When finished reading the story aloud, ask
questions for the student to identify the characters, setting, and major events (as appropriate
for the selected book):
- “Who are the characters in this story?” or “Who is this story about?”
- “What is the setting of the story?” or “Where does the story take place?”
- “What happened at the beginning of the story?” or “What happened at the end?”
- “Which character had a problem?” or “How did the character solve his/her
problem?”

- “What was the first thing the character did?” (The student identifies major events
in the story.)
If the student uses their finger to follow words from left to right, top to bottom, and page-by-
page and orally identifies or communicates characters, settings, and major events from
familiar stories read aloud by others with at least 70% accuracy, student is partially matched
to the Beginning stage of the progression.

SLRC-3
Learning - Student retells key details and major events orally, with pictures,
Target(s): or illustrations from familiar story books read aloud by others.
Emerging
- Variety of familiar story books that teachers have read aloud several times. Story books
for kindergarten should contain: (a) engaging illustrations that support and extend the
story; and (b) characters, settings, and sequence of events. Read aloud books should
also have relatable and engaging topics and themes that are appropriate for this age
range (e.g., friendship, sharing, lessons about making good choices, family interactions,
historical fiction, and books about cultural traditions).
This task is intended to be given after the student has received instruction and support during
read alouds, retelling key details and major events orally, with pictures, or illustrations. When
you informally find that the student is demonstrating these skills during whole group
instruction, it is time to formally assess whether the student can identify these attributes when
they are explicit in the text (i.e., the student is ready to move to the next level of questions).
The stories or books selected for this task should be familiar to the student. You may want to
have students draw the beginning, middle, and end of the story as you read it one or two
times. Retelling a story after listening to it once also measures short term memory; thus, if
students are not able to do this, you may want to prompt. Consistent with read aloud protocol,
you may also stop throughout the story to check for comprehension. Whenever possible,
questions about key details and major events should be worded in the context of the book.
Say, “Today, we’re going to read a book together. It’s called ______.” The student should
listen to the story as the book is read aloud.
Next, ask the student to retell key details and major events orally, with pictures, or illustrations
(as appropriate for the selected book). Say, “Retell the story you just heard to your
partner.”; “Retell me the story you just heard.”; “What do you remember about the
story?”
Listen and observe as the student retells the story, noting the student’s ability to recall key
events and details from the text. You may also prompt students with questions. Prompting
may also be necessary if students need to explain pictures or illustrations. Questions include:
- “What is _____ doing at the beginning of the story?”
- “What happens after _____?”
- “How does the story end?”
- “What happens next?”
- “What happens to_____?

If the student retells key details and major events orally, with pictures, or illustrations from
familiar story books read aloud by others with at least 70% accuracy, student is fully matched
to the Emerging stage of the progression.

SLRC-4
Learning 1. Student answers questions, identifying one or more as appropriate:

Target(s): characters, setting, and/or main topic/idea and retells the story.
2. Student answers questions about key details.
Developing 3. Student answers questions about unknown words.
4. Student identifies the role of author and illustrator.
- Variety of early decodable books (e.g., Fountas and Pinnell Levels A-B, DRA 2) from
different genres (story books, poems, nonfiction). At the beginning stages of reading, early
decodable books should contain: (a) single word, phrase, or simple sentence on one
page; (b) exaggerated spacing; (c) illustrations that are highly supportive of text; (d) most
of meaning conveyed through the illustrations; (e) consistent placement of text (e.g., top
left to right, bottom left to right); and (f) sight words familiar to the student.
- TextProject, Inc. has free books that may be printed for the purposes of this work.
BeginningReads Levels 1, 2, and 3 (assess with Levels 2 or 3) support this stage of the
The books selected for this task should be books the student has not interacted with before
(i.e., “cold read”).
This task is intended to be given after the student has received instruction and support while
reading early decodable books with his or her teacher. Once the teacher informally finds the
student is demonstrating knowledge of the sight words representative of this level book, and
the student is using appropriate reading strategies for this level book, it is time for the teacher
to formally assess whether the student is reading accurately and with comprehension (i.e., the
student is ready to move to the next level of text).
Questions about characters, setting, and/or main topic/idea should be worded in the context
of the book when possible (e.g., “Who is Ben’s friend in the story?”, “Where do Ben and
Jessie play games?”).

Provide an appropriate book for the student. Allow the student to study the book on his or her
own. The student should be allowed to “read the pictures” to himself or herself. Once the
student does this, say, “I’d like you to read this book out loud for me. It’s called ______.”
The student should read the book orally and independently. When the student can read a
book with 90% accuracy on the first read, ask the student to read again for fluency. Next, ask
the student to retell the story and answer questions about the characters, setting, and/or main
topic/idea (as appropriate for the selected book), key details, unknown words, the role of
author and illustrator. Ask two or three questions in each section below.
Characters, setting, and/or main topic/idea:

- “Who are the characters in this story?” or “Who is this story about?”
- “What is the setting of the story?” or “Where does the story take place?”
- “What is this story mostly about?” or “What happens in this story?”
Retell:
- “Retell me the story you just heard.”
Key details:
- “What does the main character have/do/like?”
- “When did ______ happen?”
- “Why did the main character do _____?”
- “How did ______ happen?”
- “Who did ______?”
Unknown words:
- “What do you think [this word] means?” Point to the word in the book.
o “How did you figure that out?”
Author/Illustrator:
- “Can you show me an illustration in this book?” “What do you think an

illustrator does?”
- “What does it mean to be an author?”
- “What is the job of an author/illustrator?”

Repeat this activity with a variety of early decodable books in different genres (e.g., story
books, poems, nonfiction). Students should independently read two or three readers without
support. If student answers questions about the characters, setting, and/or main topic/idea,
key details, unknown words, the role of author and illustrator, and retells the stories with at
least 70% accuracy, student is fully matched to the Developing stage of the progression.

SLRC-5
Learning - Student describes the connection between two individuals,

Target(s): events, ideas, or pieces of information in a text.
- Student compares the beginning and end of a text for character/
Demonstrating individual experiences using words and illustrations.
- Student identifies author’s purpose.
- Student describes the similarities and differences of two texts
on the same topics using words and illustrations.
- Variety of early emergent-reader texts (e.g., Fountas and Pinnell Levels B-C, DRA 2, 3)
from different genres (story books, poems, nonfiction). Early emergent-reader texts should
contain: (a) sentences with prepositional phrases and adjectives (e.g., the small bunny
hops in the grass), (b) two to five lines of text on each page, (c) text highly supported by
illustrations, and (d) almost all vocabulary familiar to students with a greater range of and
increasingly more difficult high-frequency words.
- TextProject, Inc. has free books that may be printed for the purposes of this work.
BeginningReads Levels 4, 5, and 6 (assess with Levels 5 and 6) support this stage of the
o Partner Text Option: Where is a Snail’s Nose? and Elephant’s Trunk
- Paper, pencil, and crayons if allowing a child to illustrate understanding
The student should have experience with multiple independent reading texts. The texts
selected for this task should be texts the student has not interacted with before (i.e., “cold
read”). Allow the student to re-read as necessary.
This task is intended to be given after the student has received instruction and support while
reading early emergent texts with his or her teacher. Once the teacher informally finds the
student is demonstrating knowledge of the sight words representative of this level book, and
the student is using appropriate reading strategies for this level book, it is time for the teacher
to formally assess whether the student is reading accurately and with comprehension (i.e., the
student is ready to move to the next level of text).
This performance task can be used to generate a variety of student responses regarding
connections within and between different types of texts. Repeat performance task for literary
and informational text. Recommended questions for each type of text are included.
Note: Select two texts on the same topic for the student. In Part A, student will read one text.
If students can complete Part A, then the second text will be used in Part B.

Part A:
Provide an appropriate book for the student. Allow the student to study the book on his or her
own. The student should be allowed to “read the pictures” to himself or herself. Once the
student does this, say, “I’d like you to read this book out loud for me. It’s called ______.”
The student should read the book orally and independently. When the student can read a
book with 90% accuracy on the first read, ask the student to read again for fluency. Next, ask
questions such as the following, which are intended to prompt the student to answer
questions about the connection between two individuals, events, ideas, or pieces of
information, author’s purpose, and comparing the beginning and end of a text for
character/individual experiences using words and illustrations. Ask two or three questions in
each section.
Making Connections in Informational Text:
- “How is the beginning of the book connected to the events at the end of the
book?”
- “How are these two people/events/ideas connected in the text?”
- “How are the seeds planted in the beginning connected to eating apples at the
end of the book?” (e.g., Level 5 Book 9 of BeginningReads)
- “Why does the author need dirt for a garden?” (e.g., Level 5 Book 2 of
BeginningReads)
Comparing Character Experiences in Literary Text:
- “What happened to the character in the beginning of the story?”
- “What was the character’s problem at the beginning of the story?”
- “How did the character solve his/her problem at the end of the story?”
- “How is the character different from the beginning to the end of the story?”
The student can either respond orally, in writing, or use Venn Diagrams to compare the
beginning and end of a text for character/individual experiences.
Author’s Purpose:
- “Authors write books for different reasons. What do you think the author was
trying to say to the reader?”
- “How did you figure that out?”
- “Can you show me where in the book you figured that out?”
Repeat this activity with a variety of early emergent-reader texts in different genres (e.g., story
books, poems, nonfiction). Students should independently read two or three readers without
support. If student answers about the connection between two individuals, events, ideas, or
pieces of information, author’s purpose, and comparing the beginning and end of a text for
character/individual experiences using words and illustrations with at least 70% accuracy,
student is partially matched to the Demonstrating stage of the progression.

Next Steps:
If the student can compare and describe connections in different types of text, then continue
to Part B to ask students to describe the similarities and differences of two texts on the same
topics.
Part B:
Select a second book on the same topic for the student. Allow the student to study the book
on his or her own. The student should be allowed to “read the pictures” to himself or herself.
Next, say, “I’d like you to read this out loud for me. The book is called ______.” The
student should read the text orally and independently. When the student is finished reading,
ask questions about similarities and differences of the two texts (as appropriate for the
selected texts):
Similarities and Differences of Two Texts:
- “How are these two texts the same?”
- “Show me a place where the texts gave different information.” (comparing
informational texts)
- “What is different about how a snail and elephant smell?” (Partner Text Option:
Where is a Snail’s Nose? and Elephant’s Trunk)
- “Where did book B change a part of the story when compared to book A?”
(comparing literary texts)
- “How are the characters from both stories alike/different?” (comparing literary
texts)
The student can either respond orally, in writing, use Venn Diagrams, or use illustrations with
labels to show similarities and differences of two texts.
books, poems, nonfiction). If the student answers to describe the similarities and differences
of two texts on the same topic using words and illustrations with at least 70% accuracy, the
student is partially matched to the Demonstrating stage of the progression.

SLRC-6
Learning 1. Student infers central message or lesson, determines the meaning

Target(s): of words and phrases, and describes the connections between two
individuals, events, or ideas within a text.
Exceeding 2. The student self-corrects or confirms text with pictures.
- Variety of emergent reader texts (e.g., Level D+, DRA 4+) of different genres (story books,
poems, nonfiction). Texts should include more variation of text placement on pages,
longer and more complex sentences, varied opening and closing sentences, moderate to
high support from illustrations. Texts should also include two or more individuals, events,
or ideas in the text and a clear central message or lesson.
- The text project has free books that may be printed for the purposes of this work.
BeginningReads Level 7 provides 12 books that support this stage of the progression. The
website is: http://textproject.org/classroom-materials/students/beginningreads/
The student should have experience with multiple independent readings of emergent reader
texts with a central message or lesson, restating meaning of words, characters/individuals
and events. The texts selected for this performance task should be texts the student has not
interacted with before (i.e., “cold read”).
Questions about central message or lesson, unknown words, and characters/individual

should be worded in the context of the text when possible (e.g., “What does the author want
us to learn about recycling?”). Ask at least four questions to assess reading comprehension.

Provide an emergent-reader text for the student. Allow the student to study the book on his or
her own. Next say, “I’d like you to read this book out loud for me. The book is called
______.” The student should read the text orally and independently. Observe whether the
student self-corrects or confirms text with pictures during reading. When the student is
finished reading, ask questions about the central message or lesson and connections
between two individuals, events, or ideas. Also, prompt the student to restate the meaning of
words and phrases (as appropriate for the selected text).
Central message or lesson:
- “What is the central message (or lesson) in the story?”
- “What is the big idea the author wants us to remember after reading the story?”
Connections:
- “How are the two (individuals, events, or ideas) in the text the same/different?”
- “What events in the story help you understand the lesson?”
- “Why is the student making a card for his/her teacher?” (Optional text: A Card for
my Teacher.)
- “What are reasons you might make a thank you card for someone?” (Optional
text: A Card for my Teacher.)
Unknown words:
- “Can you tell me what this word/phrase means in your own words?”
books, poems, nonfiction). If student infers central message or lesson, determines the
meaning of words and phrases, and describes the connections between two individuals,
events, or ideas within a text with at least 70% accuracy, student is partially matched to the
Exceeding stage of the progression.
Self-correct or confirms:
During oral reading, observe whether the student either self-corrects or confirms. If needed,
and after the student finishes reading, return to the part in the text where the student has self-
corrected or confirmed and ask follow-up questions:
- “When you were reading, I noticed that you read _______ as ________, but then
you went back to change the word. What made you go back to change the word
you read?”
The student may have confirmed (or paused) during his or her reading to check back on a
different page or check a picture. If needed, ask follow-up questions:

- “While you were reading, I noticed that you stopped and looked at ________ (the
picture) before you read ______. Can you tell me why you did this?”
- “How did checking the page/picture help you to know which word to read?”
If student self-corrects or confirms text with pictures, student is partially matched to the
Exceeding stage of the progression.
Note: Students may not self-correct or confirm text with pictures in the texts used for
administration. If student does not self-correct or confirm, then it may be necessary to
observe this behavior using other texts when student is engaging in other classroom
activities.

LEARNING PROGRESSION: CONVENTIONS OF WRITING

Big Idea: A kindergarten student will independently write more than one complete thought on a single topic, using phonetic
spelling and key print conventions.
Progression: Conventions of Writing
WRT-1 WRT-2 (Part A) WRT-2 (Part B) WRT-3* WRT-3 WRT-3
Student recognizes Student describes Student Student applies Student applies Student uses
name and the difference distinguishes varied spacing consistent spacing consistent spacing
environmental print. between print and between a letter, a between words, between words, uses and punctuation
illustrations while word, and a experiments with periods, and within their writing.
identifying that sentence. Student capitalizing the first capitalizes the first Student may
letters form words in verbally identifies letter of sentences, letter of the capitalize proper
any given print (e.g., components of a and may place a sentence, and nouns.
environmental print, sentence, and period at the end of pronoun "I."
books, magazines, identifies that words line.
charts). are separated by
spaces in print within
their illustration/
writing.
WRT-3
Student uses grade
appropriate grammar
and usage.
CLL8.4. d ELAGSEKRF1.b ELAGSEKRF1.c ELAGSEKL2.a ELAGSEKL1 ELAGSEKL1
ELAGSEKRF1.c ELAGSEKL2.a ELAGSEKL2.a
ELAGSEKRF1.c ELAGSEKRF1.c
ELAGSE1L1.k
ELAGSE1L2.a
ELAGSE1L2.b
ELAGSE1L2.c
*WRT-3 can be used to generate a variety of student responses in opinion, informational, and narrative writing. Responses can be used to
evaluate students’ writing skills described in the writing progressions: conventions of writing, spelling, and communication of ideas.
Recommended prompts are included.

LEARNING PROGRESSION: SPELLING

Big Idea: A kindergarten student will independently write more than one complete thought on a single topic, using phonetic
spelling and key print conventions.
Progression: Spelling
GKIDS Readiness WRT-3* WRT-3 WRT-3 WRT-3
Check English Student uses salient Student uses phonetic Student uses spelling Student uses phonetic
Language Arts Activity sounds in a word, such spelling with initial and with initial, medial, and spelling as well as final –
5 as initial sound, to label final sound accuracy. final sound accuracy for e, digraphs and/or blends
Student uses strings of the illustration. one- syllable CVC words, in multi-syllabic words.
letters. and blends and segments Student pronounces,
onsets and rimes of blends, and segments
single-syllable spoken syllables into spoken
words when words when spelling
communicating what he phonetically. Phonetic
or she has written. spelling supports
communication.
WRT-3 WRT-3
Student segments onsets Student distinguishes
of single-syllable spoken between similarly spelled
words when words by identifying the
communicating what he sounds of the letters that
or she has written. differ when spelling
phonetically.
WRT-3
Student uses invented
spelling for words that are
more complex and do not
follow phonetically regular
CVC words.

CLL9.4. d ELAGSEKL1.a ELAGSEKL2.d ELAGSEKL2.d ELAGSEKL2.d
ELAGSEKRF1.b ELAGSEKL2.c ELAGSEKRF2.b ELAGSEKRF2.c ELAGSEKRF2.b
ELAGSEKRF3.a ELAGSEKRF2.c ELAGSEKRF2.d ELAGSEKRF2.c
ELAGSEKRF2.d ELAGSEKRF2.e ELAGSEKRF3.a
ELAGSEKRF3.a ELAGSEKRF3 ELAGSEKRF3.b
ELAGSEKRF3.b ELAGSE1RF3.a
ELAGSEKRF3.c ELAGSE1RF3.c

LEARNING PROGRESSION: COMMUNICATION OF IDEAS

Big Idea: A kindergarten student will independently write more than one complete thought on a single topic, using phonetic spelling
and key print conventions.
Progression: Communication of Ideas
GKIDS Readiness WRT-3* WRT-3 WRT-3 WRT-3 WRT-3
Check English Student writes labels Student writes labels Student writes a Student Student
Language Arts for illustrations using for illustrations using complete thought or independently writes independently
Activity 5 a string of letters and salient letters or phrase and illustrates on a single topic and produces a piece of
Student draws dictates an idea. words and dictates a to communicate shows a logical writing on a single
pictures and/or copies sentence. ideas. sequence or topic that includes an
letters/numbers to relationship between introduction, key
communicate using a ideas. Student uses details, and may have
variety of writing tools. acquired words and a sense of closure.
phrases. Student Student illustrates if
illustrates if he or she he or she desires.
desires.
GKIDS Readiness WRT-3 WRT-3
Check English Student uses several The intended
Language Arts marks to message and what
Activity 8 communicate ideas the child wrote is
Student is able to hold which may include congruent (i.e., the
writing tools. letters, letter-like child writes something
shapes, symbols, and can read it back
and/or numbers. to you, and what is
Student writes own written/drawn and
name. communicated
matches and makes
sense).

CLL9.4. a ELAGSEKSL5 ELAGSEKW1 ELAGSEKW1 ELAGSEKW1 ELAGSEKL1.b
CLL9.4. b ELAGSEKW1 ELAGSEKW2 ELAGSEKW2 ELAGSEKW2 ELAGSE1W1
ELAGSEKW2 ELAGSEKW3 ELAGSEKW3 ELAGSEKW3 ELAGSE1W2
ELAGSEKW8 ELAGSEKL6 ELAGSEKL1.b ELAGSEKL1.b ELAGSE1W8
ELAGSEKRF1.b ELAGSEKL6 ELAGSEKL6 ELAGSE1KL6
ELAGSEKSL5 ELAGSEKSL5 ELAGSE1SL5

MATERIALS
Big Idea: A kindergarten student will independently write more than one complete thought on a
single topic, using phonetic spelling and key print conventions.
Task Materials
- Written copy of the student’s name, along with written copies of other
student names. When feasible, one other name should begin with the
same letter. The names should be other students in the class.
WRT-1
- Environmental print (e.g., product labels or logos, pictures of familiar
signs, local or national businesses, brands, etc.)
- An early reader book or other stimulus with text and pictures (e.g.,
WRT-2 sentence strips and pocket charts)
- Topics to generate opinion writing, informational writing, and narrative
writing (recommended writing topics included)
WRT-3 - Paper to write and draw
- Tools to write (e.g., pencils) and draw (e.g., crayons, markers)

GKIDS Readiness Check English Language Arts Activity 5 and Activity 8
Learning Progression: Spelling

Target(s): - Student uses strings of letters.
Precursor - Student draws, marks, or scribbles on page.
Beginning - Student draws pictures and/or copies letters/numbers to
communicate using a variety of writing tools.
- Student is able to hold writing tools.
GKIDS is designed to provide teachers a better understanding of where a child is in their

GKIDS Readiness Check to elicit evidence about where a kindergarten student is as he or she
enters kindergarten. The baseline data collected in the first six weeks on the GKIDS Readiness
Check can serve as the entry point to skills described in the GKIDS 2.0 learning progression.
progression, English Language Arts Activity 5 and English Language Arts Activity 8 from the
GKIDS Readiness Check can be used to assess the Precursor levels.
These two GKIDS Readiness Check activities are assessed using indirect methods, which are
observational in nature. The following describes the expected observable student behaviors
from each of the GKIDS Readiness Check activities.
• English Language Arts Activity 5: Draws pictures and copies letters and/or
numbers to communicate. Throughout daily activities and routines, a student copies
letters and/or numbers (e.g., from a sign, label, or other environmental print) and draws
pictures (e.g., during a center activity) to communicate.
• English Language Arts Activity 8: Uses writing tools. A student holds and uses a
pencil or other writing utensil appropriately (i.e., with a tripod grasp) to make meaningful
marks on paper.
These activities are eliciting evidence for the stages indicated as Precursor and
Beginning.

Draws pictures and copies letters and/or numbers to communicate.
Performance Levels
A child would be rated as not yet demonstrated if he or
she does not or is minimally able to draw pictures and
copy letters and/or numbers to communicate. Throughout
daily activities and routines, a child who does not copy
letters and/or numbers (e.g., from a sign, label, or other
environmental print) or draw pictures (e.g., during a center
Not Yet activity) to communicate would
Demonstrated be rated as not yet demonstrated. For example, a child
who scribbles but is unable to draw a picture of their
favorite food or copy any letters of his or her favorite food
from a label would be rated as not yet demonstrated.
A child would be rated as developing if he or she is

generally able to draw pictures and copy letters and/or
numbers to communicate. Throughout daily activities and
routines, a child who is able to copy most letters and/or
numbers (e.g., from a sign, label, or other environmental
Developing print) and draw pictures (e.g., during a center activity) to
communicate would be rated as developing. For
example, a child who is developing is able to draw a
picture of his or her favorite food and copy several letters
from a label.
A child would be rated as demonstrating if he or she is

able to draw pictures and copy letters and/or numbers to
communicate. Throughout daily activities and
routines, a child who is able to consistently copy letters
and/or numbers (e.g., from a sign, label, or other
environmental print) and draw pictures (e.g., during a
Demonstrating center activity) to communicate would be rated as
demonstrating. For example, a child who is demonstrating
is able to draw a picture of his or her favorite food and
copy the letters of his or her favorite food from a label.

Uses writing tools.
Performance Levels
Not yet demonstrated would be noted if a child is

Not Yet unable to use a pencil or other writing utensil in order to
Demonstrated make meaningful marks on paper.
A child would be rated as developing if he or she is

ineffective or uses an inappropriate grip (i.e.,
Developing cylindrical or modified tripod grip) when using a pencil or
other writing utensil to make meaningful marks on paper.
A child would be rated as demonstrating if he or she

holds and uses a pencil or other writing utensil
Demonstrating appropriately (i.e., with a tripod grasp) to make
meaningful marks on paper.

WRT-1
Learning Progression: Conventions of Writing

Target(s): - Student recognizes name and environmental print.
Precursor
Part A:
- Written copy of the student’s name, along with written copies of other student names.
When feasible, one other name should begin with the same letter. The names should
be other students in the class.
Part B:
- Environmental print (e.g., product labels or logos, pictures of familiar signs, local or
national businesses, brands, etc.)
Part A:
Place four names on the desk, one of which is the student’s name. Say, “Can you find your
name?” Allow the student to respond orally or point to his or her name.
Part B:
Provide the student examples of environmental print (e.g., McDonald’s sign, stop sign, exit
sign found in school, restroom sign (boys/girls), sign of school name).
Place four examples of environmental print on the desk. Say, “Can you find _____?” Allow
the student to respond orally or by pointing to the environmental print.
The student may identify words, signs, or logos as different examples of environmental print.
As the student points to words, signs, or logos and says the words out loud, record the
environmental print the student identifies.

WRT-2

Target(s): - Student describes the difference between print and illustrations
while identifying that letters form words in any given print (e.g.,
Beginning environment, print, books, magazines, charts).
- Student distinguishes between a letter, a word, and a sentence.
Emerging Student verbally identifies components of a sentence, and
identifies that words are separated by spaces in print within their
illustration/ writing.
- An early reader book or other stimulus with text and pictures

Part A:
Allow the student to look at the book. As the student is perusing the book, ask him or her,
“Can you show me where I should start reading?” See whether the student points to the
words/print. If correct, say, “Yes! Look at this word [point to a word]. What is this word
made up of?” The student should identify that the letters form words. If necessary, prompt
the student with additional questions, such as “What are words made up of?” or “How do
you make words?”
Next, ask the student to describe the difference between print and illustrations. Point to a
picture and ask, “Why do books have pictures?” Ask the same about words, “Why do
books have words?” The target is that the picture helps tell the story and the words are
what the reader says. If the student responds correctly to all questions, proceed to Part B
(see next page).
Part B:
Let the student continue to look at the same book, or a different book, while you introduce the
task. Say, “Now we are going to do an activity with the sentences, words, and letters.”
Ask the student, “Can you show me a sentence?” If the student points to a sentence, say,
“That is right! A sentence starts with a capital letter and ends with punctuation, like a
period.” If the student does not point to the sentence, direct students to the sentence and
explain, “A sentence starts with a capital letter and ends with punctuation, like a
period.”
“Now, can you show me a word?” If the student points to a word, again say “Good job!
How did you know that was a word?” The student might say, “Words make a sentence.” If
the student does not point to the word, direct students to the word and explain.
Point to the word the student has picked out. Ask the student, “Can you use your finger to
show me one letter?” If the student points to a letter, say, “That is right! Letters make up
words.” If the student does not point to the letter, direct student to the letter and explain.

Refer to another sentence and ask the student to identify its components. Say, “Now, let’s
look at another sentence.” Point to a word in the sentence and ask, “Can you tell me what
this is?” Then, point to a letter in a word and ask, “Can you tell me what this is?”
Using the same sentence, ask the student to attend to two of the words in the sentence. Ask,
“How do you know these are two words?” or “What do you need between two words?”
Allow the student to use his or her finger to track the words on the page. The student might
say, “A space goes between words.”

WRT-3

Target(s): Progression: Spelling
Beginning
Emerging This performance task can be used to generate a variety of student
Developing responses in opinion, informational, and narrative writing. Responses
Demonstrating can be used to evaluate students’ writing skills described in the writing
Exceeding progressions: conventions of writing, spelling, and communication of
ideas. Recommended prompts are included.
- Topics to generate opinion writing, informational writing, and narrative writing

(recommended writing topics included)
- Paper to write and draw
- Tools to write (e.g., pencils) and draw (e.g., crayons, markers)
If a student has written a string of letters to represent words, ask the student to “read” his or
her writing. The student should be given the opportunity to dictate his or her ideas to
communicate about the topic. Record what the student dictates.

Select a topic familiar to students or have students select a topic of their choice. This task
should be repeated using different writing topics. Throughout the school year, students should
be assessed in opinion, informational, and narrative writing.
This task can be used to assess students’ abilities to communicate ideas by writing, drawing,
or dictating. Their writing product can be evaluated using the learning progressions. Place
students on the writing progressions for conventions of writing, spelling, and communication
of ideas.
Have writing tools and paper on the table for the student and explain the task. Say, “Today,
you are going to write about [the topic] __________ (e.g., a high-interest topic that
students are learning in class). Write as much as you can about __________.” You may
also draw about __________.
Prompt students throughout the activity as needed so they understand the goal of their
writing. Prompts can include:
- Remember to label your picture (if student draws).

- Try to write more than one sentence.
- Remember to start each sentence with a capital letter and end each sentence
with punctuation.
- Remember each syllable of a word has a vowel.

Writing Topics
Prompts for Narrative Writing
- Write about or draw your favorite activity/thing to do.
- Write about or draw what you did during the summer/weekend.
- Write about or draw what kind of super power you would want and why.
- Write about or draw about a time you were excited.
Prompts for Informational Writing
- Write about or draw a topic learned in class (e.g., animal, historical figure, science and
social studies topics).
- Write about or draw a “how to” (e.g., how to get ready for school, how to make a peanut
butter and jelly sandwich, how to care for a plant).
Prompts for Opinion Writing
- Write about or draw where your family should visit – beach or mountains?
- Write about or draw what you should eat – apples or bananas?
- Write about or draw your favorite character (after reading a story).
- Write about or draw which book you liked the best (after reading two books).
- Write about or draw which animal you would/should have as a pet – a dog or a cat.

PROGRESSIONS: MATHEMATICS

LEARNING PROGRESSION: SHAPES
Mathematics
Big Idea: A kindergarten student will model real world problems by composing 2- and 3- dimensional shapes.
Progression: Shapes
GKIDS Readiness SHA-1 (Part A) SHA-2 (Part A) SHA-4 SHA-7
Check Mathematics Names 2-dimensional Names 3-dimensional Explains similarities and Builds or draws 2- and
Activity 5 shapes: square, shapes: sphere, differences among 2- 3- dimensional shapes
Identifies (points to) 2- triangle, circle, cylinder, cube, and and 3- dimensional from given defining
dimensional shapes; rectangle, and cone. shapes using attributes attributes (e.g., draw a
square, triangle, circle, hexagon. when classifying, shape with 4 corners
and rectangle (e.g., sorting, or identifying. and 4 sides and all
point to the circle). sides are the same
length).
SHA-1 (Part B) SHA-3 (Part A) SHA-5 SHA-8
Identifies (points to) Classifies, sorts, or Composes simple Uses composite shapes
sides and corners identifies shapes as 2- shapes to form larger to create additional
(vertices) when asked. or 3- dimensional. shapes with given composite shapes (e.g.,
attributes. adds on to a given or
self-created composite
shape).
SHA-2 (Part B) SHA-3 (Part B) SHA-6 SHA-9
Identifies (points to) 3- Describes 2- Creates models of real- Decomposes
dimensional shapes: dimensional shapes world figures by rectangles and circles
sphere, cylinder, cube, using their attributes. composing 2- and 3- into two and four equal
and cone. dimensional shapes. shares by drawing
partitions within a given
shape.
SHA-3 (Part C)
Describes 3-
dimensional shapes
using their attributes.

CD-MA6.4a MGSEK.G.2 MGSEK.G.2 MGSEK.G.4 MGSEK.G.4
MGSEK.G.2 MGSEK.G.3 MGSEK.G.3 MGSEK.G.5 MGSEK.G.5
MGSEK.G.4 MGSEK.G.6 MGSEK.G.6
MGSEK.MD.3 MGSEK.MD.3 MGSE1. G.1
MGSE1. G.2
MGSE1. G.3

MATERIALS
Big Idea: A kindergarten student will model real world problems by composing 2- and 3- dimensional
shapes.
Task Materials
- 2-dimensional shapes: square, triangle, circle, rectangle, and hexagon
SHA-1 (e.g., attribute blocks)
- 3-dimensional shapes: sphere, cylinder, cube, and cone (e.g.,
SHA-2 geometric shapes)
- 2-dimensional shapes: square, triangle, circle, rectangle, hexagon
(e.g., attribute blocks)
SHA-3
- 3-dimensional shapes: sphere, cylinder, cube, cone (e.g., geometric
shapes)
- 2-dimensional shapes: square, triangle, circle, rectangle, hexagon
(e.g., attribute blocks)
SHA-4
- 3-dimensional shapes: sphere, cylinder, cube, cone (e.g., geometric
shapes)
- A reasonable number of shapes such as attribute blocks or real-world
objects available in the classroom (e.g., squares, triangles, circles,
rectangles, hexagons) depending on the number of shapes needed to
fill the templates.
- Composite shape templates consisting of an outline of a larger shape
SHA-5 that can be made by composing the smaller shape manipulatives
provided. Templates could include but are not limited to: square
(composed of smaller squares), square (composed of rectangles),
square (composed of triangles), rectangle (composed of squares),
rectangle (composed of triangles), triangle (composed of smaller
triangles), or rhombus (composed of triangles).
- Classroom container of shapes such as attribute blocks (e.g., squares,
triangles, circles, rectangles, hexagons)
- Materials for students to create models (e.g., paper for drawings,
SHA-6 sticks, toothpicks, modeling clay, play dough, geoboards)
- Real-world figures, or pictures of real-world figures (e.g., soda can, toy
car, baseball, people, animals)
- Materials for students to create models (e.g., paper for drawings,
SHA-7 sticks, toothpicks, modeling clay, play dough, geoboards)
- A reasonable number of shapes such as attribute blocks (e.g.,
SHA-8 squares, triangles, circles, rectangles, hexagons).
- Printed or shape cut-outs of rectangles and circles
SHA-9
- Writing tool

GKIDS Readiness Check Mathematics Activity 5
Learning - Identifies (points to) 2-dimensional shapes; square, triangle,

Target(s): circle, and rectangle (e.g., point to the circle).
Beginning
progression.
progression, Mathematics Activity 5 from the GKIDS Readiness Check can be used to assess
the Beginning stage of the progression. If the child was rated as Demonstrating on the GKIDS
Readiness Check, he or she can be matched to the Beginning stage of the progression.

Recognizes and names common two-dimensional shapes.
Student will identify and name four basic shapes (circle,

square, rectangle, and triangle).
The student
The teacher will need attribute blocks or paper cut-outs, does not
for example, of the four basic shapes. Not Yet recognize or
Demonstrated correctly name
Hold up each shape one at a time and say, “What is the any of the
name of this shape?” The teacher will repeat this shapes.
question for each shape, unless the child offers the name
of the shape as the teacher presents it.
Note: If the child can name all four shapes, it is not

necessary to complete the second part of this activity.
Rate the child as Demonstrating and conclude the
activity. The student
recognizes or
If the child cannot name all four shapes, mix up the order Emerging
names one to
of the shapes, and ask the student to recognize and three shapes.
identify each shape. Place all of the shapes side-by-side
in front of the student and ask, “Point to the circle.
Point to the square. Point to the triangle. Point to the
rectangle.”
Materials: Teachers may either use their own classroom

materials (e.g.., manipulatives such as attribute blocks) or
the provided optional worksheet with common 2-D The student
shapes. recognizes all
Developing four shapes and
names one to
three shapes.
The student
recognizes and
Demonstrating
names all four
shapes.

SHA-1
Learning - Names 2 -dimensional shapes: square, triangle, circle,

Target(s): rectangle, and hexagon.
Emerging - Identifies (points to) sides and corners (vertices) when asked.
GKIDS Readiness Check Note:
Student names 2-dimensional shapes on the GKIDS Readiness Check Mathematics Activity
5. If a student recognized and named all four shapes (circle, square, triangle, rectangle), rated
as Demonstrating, then the student only needs to name a hexagon in Part A of this task.
- 2-dimensional shapes: square, triangle, circle, rectangle, and hexagon (e.g., attribute
blocks)
Part A:
Place 2-dimensional shapes: square, triangle, circle, rectangle, and hexagon on the table in
front of the student (or only hexagon, if the student rated as Demonstrating on the GKIDS
Readiness Check, Mathematics Activity 5).
Hold up each shape one at a time and ask the student to name the shape, “What is the
name of this shape?” Allow the student to respond orally.
Part B:
Place an attribute block in front of the student.
Ask the student to identify the sides of the shape. Say, “Point to this shape’s sides.” Then,
ask the student to identify the corners of the shape. Say, “Point to this shape’s corners.”
Repeat with other 2-dimensional shapes such as triangle, rectangle, and hexagon.

SHA-2
Learning Target(s): - Names 3 dimensional shapes; sphere, cylinder, cube, and

cone.
Emerging
Developing - Identifies (points to) 3 dimensional shapes; sphere, cylinder,
cube, and cone.
- 3-dimensional shapes: sphere, cylinder, cube, and cone (e.g., geometric shapes)
In Part A, ask students to name 3-dimensional shapes: sphere, cylinder, cube, and cone. If
students can name the shapes, then it is assumed they can also correctly identify the shapes.
If a student is not successful in naming the shapes, then ask the student to identify the
shapes in Part B.
Part A:
Place 3-dimensional shapes: sphere, cylinder, cube, and cone on the table in front of the
student.
Hold up each shape one at a time and ask the student to name the shape, “What is the
name of this shape?” Allow the student to respond orally.
Part B: (administered only if student does not correctly name all shapes in Part A)
Place 3-dimensional shapes: sphere, cylinder, cube, and cone on the table in front of the
student.
Ask the student to identify the different shapes by pointing to them. Say, “Point to the cube.”
Repeat the process by asking the student to point to a cylinder, cone, and sphere.

SHA-3
Learning Target(s): - Classifies, sorts, or identifies shapes as 2- or 3- dimensional.
Developing - Describes 2- and 3- dimensional shapes using their

attributes.
- 2-dimensional shapes: square, triangle, circle, rectangle, hexagon (e.g., attribute blocks)
- 3-dimensional shapes: sphere, cylinder, cube, cone (e.g., geometric shapes)
In Parts B and C, students should focus on describing the defining attributes of shapes,
moving beyond what shapes “look like” to identifying particular geometric attributes that define
a shape. For 2-D shapes, attributes include number of sides, number of corners, flat, etc. For
3-D shapes, attributes include number of edges, number of corners, solid, shape of faces,
and number of faces.
Part A:
Place the 2- and 3-dimensional shapes on the table in front of the student. The shapes should
be in a mixed group where there is not a definitive group of 2-dimensional and 3-dimensional
shapes. Ask the student to sort the shapes as either 2- or 3-dimensional. Say, “Sort these
shapes into two groups: flat shapes and solid shapes.” Allow the student to move the
shapes and observe as the student forms two groups.
Part B:
Place a 2-dimensional shape in front of the student. Ask the student to describe the attributes
of the shape. Say, “Describe this shape.” Allow the student to respond orally. If the student
only offers one attribute, prompt them to share more than one attribute of the shape. Say,
“Can you tell me more about this shape?” Repeat with all the other 2-dimensional shapes.
Part C:
Place a 3-dimensional shape in front of the student. Ask the student to describe the attributes
of the shape. Say, “Describe this shape.” Allow the student to respond orally. If the student
only offers one attribute, prompt them to share more than one attribute of the shape. Say,
“Can you tell me more about this shape?” Repeat with all the other 3-dimensional shapes.

SHA-4
Learning Target(s): - Explains similarities and differences among 2- and 3-

dimensional shapes using attributes when classifying,
Demonstrating sorting, or identifying.
- 2-dimensional shapes: square, triangle, circle, rectangle, hexagon (e.g., attribute blocks)
- 3-dimensional shapes: sphere, cylinder, cube, cone (e.g., geometric shapes)
Students should focus on explaining similarities and differences among 2- and 3-dimensional
shapes using defining attributes of two and three dimensions (e.g., number of sides for 2-D
shapes or number of faces for 3-D shapes, respectively). The student should not focus on the
words two-dimensional and three-dimensional. The similarities and differences should focus
on defining attributes, not general attributes like color and size. Allow the student to
manipulate or move the shapes to classify, sort, and identify how they are the same or
different. If the student sorts, observe as the student forms groupings.
It is natural for students to initially talk about the faces as “sides” but as you talk about them
use the word face, not side. Gradually, students will pick up on this and will start calling the
“sides” faces.
In Parts A and B, students explain the similarities and differences among 2-D and 3-D
shapes, respectively.
Part A:
Place a group of 2-D shapes in front of the student. The shapes should be a mixed group
where there is not a definitive group presented to the student (for example, square, triangle,
and circle). Say, “Look at these shapes. How are they the same?” Allow the student to
explain how the shapes are similar using defining attributes. Then, ask “How are they
different?” Allow the student to explain how the shapes are different using defining
attributes.
The student explains at least one way in which the shapes in the group are the same.
Similarities may include, but are not limited to:
- These shapes have sides (e.g., square, triangle).

- These shapes have four corners (e.g., rectangle, square).
The student explains at least one way in which the shapes in the group are different.
Differences may include, but are not limited to:

- These shapes have corners (e.g., triangle, rectangle, hexagon). These shapes do not
have corners (e.g., circle).
- These shapes have equal sides (e.g., square, hexagon). These shapes have different
length sides (e.g., triangle, rectangle).
- These shapes have sides (e.g., square, triangle). These shapes do not have sides
(e.g., circle).
Part B:
Place a group of 3-D shapes in front of the student. The shapes should be a mixed group
where there is not a definitive group presented to the student (for example, sphere, cylinder,
cube, cone). Say, “Look at these shapes. How are they the same?” Allow the student to
explain how the shapes are similar, using defining attributes. Then, ask “How are they
different?” Allow the student to explain how the shapes are different, using defining
attributes.
The student explains at least one way the shapes in the group are the same. Similarities may
include, but are not limited to:
- These solid shapes have flat faces (e.g., cone, cube, cylinder).
The student explains at least one way the shapes in the group are different. Differences may
include, but are not limited to:
- These solid shapes have faces (e.g., cone, cube, cylinder). These solid shapes do not
(e.g., sphere).
- These solid shapes have square faces (e.g., cube). These solid shapes have circular
faces (e.g., cone, cylinder).

SHA-5
Learning Target(s): - Composes simple shapes to form larger shapes with given
attributes.
Demonstrating
- A reasonable number of shapes such as attribute blocks or real-world objects available in

the classroom (e.g., squares, triangles, circles, rectangles, hexagons) depending on the
number of shapes needed to fill the templates.
- Composite shape templates consisting of an outline of a larger shape that can be made
by composing the smaller shape manipulatives that are provided. Templates could include
but are not limited to: square (composed of smaller squares), square (composed of
rectangles), square (composed of triangles), rectangle (composed of squares), rectangle
(composed of triangles), triangle (composed of smaller triangles), or rhombus (composed
of triangles).
Have attribute shapes available on the table for the student to access. Place a composite
shape template with the outline of one shape in front of the student.
Ask the student to create the given shape using a particular attribute block. For example, say,
“Today, we’re going to put shapes together to make larger shapes. Here is a picture of
a large square. Show me how you could use small squares to make this larger square.”
Observe as the student joins attribute blocks to compose the larger shape. Repeat this
process with other composite shape templates (e.g., rectangle, triangle, hexagon).

SHA-6
Learning Target(s): - Creates models of real-world figures by composing 2- and 3-

dimensional shapes.
Demonstrating
- Classroom container of shapes such as attribute blocks (e.g., squares, triangles, circles,
rectangles, hexagons)
- Materials for students to create models (e.g., paper for drawings, sticks, toothpicks,
modeling clay, play dough, geoboards)
- Real-world figures, or pictures of real-world figures (e.g., soda can, toy car, baseball,
people, animals)
The student should be able to choose which real-world figures of which he or she wants to
create models and which materials to use.
Have a variety of materials available for the student. Have real-world figures, or pictures, for
observation displayed prominently.
Explain the task to the student. Say, “Today we will use flat and solid shapes to build
models of things we see every day.” Direct the student’s attention to the figures, or
pictures, collected for his or her observation. Say, “You may choose to build your model of
one of the objects I have provided, or you may choose to model another object in the
room.” Direct the student’s attention to the collection of materials available for their modeling.
“You can use any of the materials here to build your model.”

SHA-7
Learning Target(s): - Builds or draws 2- and 3- dimensional shapes from given

defining attributes (e.g., draw a shape with 4 corners and 4
Exceeding sides and all sides are the same length).
- Materials for students to create models (e.g., paper for drawings, sticks, toothpicks,
modeling clay, play dough, geoboards)
The student could create a variety of shapes for each prompt with the exception of the prompt
for a square. Triangles could be right, isosceles, or scalene. The shape without corners could
be an oval or circle, and any quadrilateral other than a square could be drawn for the last
prompt.
Have modeling materials available for the student to use. Ask the student to create a shape
with given attributes:
- “Create a shape with four corners, four sides, where all the sides are the same
length.”
- “Create a shape that has three sides and three corners.”
- “Create a shape that has no corners.”
- “Create a shape that has four corners, four sides, where the sides are not all the
same length.”

SHA-8
Learning Target(s): - Uses composite shapes to create additional composite

shapes (e.g., adds on to a given or self-created composite
Exceeding shape).
- A reasonable number of shapes such as attribute blocks (e.g., squares, triangles, circles,
rectangles, hexagons).
Have attribute shapes available on the table for the student to access.
Ask the student to create one of the shapes using a particular attribute block. For example,
say, “Today, we’re going to put shapes together to make new shapes. For example, two
squares can be put together to make a rectangle. Demonstrate this for the student using
the attribute blocks. Say, “Show me the different shapes you can make by joining a
triangle with a square.” Allow the student to compose the first shape, observing as they
utilize attribute blocks to compose their shape.
Then ask the student to add on to the composite shape. Say, “Now, show me a different
shape you can make by adding another triangle.” Allow the student time to work and
observe as they utilize attribute blocks to compose the larger shape. Repeat this process with
other given composite shapes or allow the student to create his or her own composite shape.

SHA-9
Learning Target(s): - Decomposes rectangles and circles into two and four equal
shares by drawing partitions within a given shape.
Exceeding
- Printed or shape cut-outs of rectangles and circles
- Writing tool
Circular partitions must go through the center of the circle to create true equivalence.
Rectangular partitions into fourths could cross through the middle or be three equally spaced
horizontal or vertical lines.
Give the student a pencil. Place a circle in front of the student and ask him or her to partition
the circle into two equal parts. Say, “Draw a line to show me how to divide this circle into
two equal shares.”
Place another circle in front of the student and ask him or her to partition the circle into four
equal parts. Say, “Draw lines to show me how to divide this circle into four equal
shares.”
Place a rectangle in front of the student and ask him or her to partition the rectangle into two
equal parts. Say, “Draw a line to show me how to divide this rectangle into two equal
shares.”
Place another rectangle in front of the student and ask him or her to partition the rectangle
into four equal parts. Say, “Draw lines to show me how to divide this rectangle into four
equal shares.”

LEARNING PROGRESSION: COUNTING - NUMBER
Mathematics
Big Idea: A kindergarten student will count using multiple strategies.
Progression: Counting – Number
(Note: Expectation is non-written communication in a form appropriate for the student, such as counting out loud or sign
language).
GKIDS Readiness CNUM-1 CNUM-1 CNUM-1 CNUM-1
Check Mathematics Counts forward to 30 Counts forward to 50 by Counts forward to 100 by Counts forward to 120
Activity 1 by 1s. 1s. 1s. by 1s.
Counts forward to 20.
CNUM-2 CNUM-2 CNUM-2
Counts forward to 50 by Counts forward to 100 by Counts forward to 120
10s. 10s. by 10s.
CNUM-3 CNUM-4 CNUM-5

Counts forward to 30 Counts forward to 100 Counts forward to 120
from a given number from a given number by 5s.
within 0-30 (e.g., within 0 - 100.
"starting with 15, count
up to 30").
CD-MA1.4a MGSEK.CC.1 MGSEK.CC.1 MGSEK.CC.1 MGSE1.NBT.1
MGSEK.CC.2 MGSEK.CC.2

Learning 1. Counts forward to 20.

Target(s):
Beginning
progression.
Readiness Check, he or she can be fully matched to the Beginning stage of the progression.
Note: Although the target in the GKIDS Readiness Check focuses on counting to 20 in
sequence, the instructions allow a student to recite numbers greater than 20. If a child counts
higher than 20, the child can be matched to later stages of the learning progression depending
on the highest number counted without error.

Recites numbers up to 20 in sequence.
Student will verbally recite all numbers from one to twenty

in sequence.
The student
Say, “Please count out loud for me.” does not make
Not Yet any attempt to
Process Clarification: Counting in sequence means Demonstrated recite numbers
reciting each number with no skipped numbers or or says random
incorrectly stated numbers. For example, if a student numbers.
says ten, twelve, thirteen, score the student’s
performance according to the academic performance
level demonstrating the highest correct response (in this
case the student would score emerging). A student may
repeat a number, if halted, to restart the activity. For The student
example, if the student says ten, eleven, twelve, then correctly recites
halts and says, twelve, thirteen, fourteen, the student numbers in
should be given credit for stating the number correctly. sequence
The student should also be allowed to restart, if initiated Emerging between one
by the student. For example, if the student recites and ten but
numbers one through five and then stops, the student does not recite
could restart counting from one through five and continue numbers
until either making a mistake or reaching twenty. Student beyond ten.
might also use his or her fingers to count and that should
be permitted.
Scoring Note: Teachers may allow students to count

beyond 20 as a means of collecting data for other The student
purposes (e.g., GKIDS). For the GKIDS Readiness correctly recites
Check, rate student performance based on the numbers in
descriptors included here. Developing sequence from
at least one to
If a child counts higher than 20, the child can be matched eleven but less
to later stages of the learning progression depending on than twenty.
the highest number counted without error.
The student
correctly recites
Demonstrating all numbers
from one to
twenty.

CNUM-1
Learning - Counts forward to 30 by 1s. (MGSEK.CC.1)

Target(s): - Counts forward to 50 by 1s. (MGSEK.CC.1)
- Counts forward to 100 by 1s. (MGSEK.CC.1)
Emerging - Counts forward to 120 by 1s. (MGSE1.NBT.1)
Developing
Demonstrating
Exceeding
Counting in sequence means reciting each number with no skipped numbers or incorrectly
stated numbers. A student may self-correct, or repeat a number, if halted, to restart counting.
For example, if the student says “ten, eleven, twelve”, then halts and says, “twelve, thirteen,
fourteen”, the student should be given credit for reciting the numbers correctly. The student
should also be allowed to restart, if initiated by the student. For example, if the student recites
numbers one through five and then stops, the student could restart counting from one through
five and continue. Student might also use his or her fingers to count.
Say, “Please count out loud for me.”
Allow the student to count as high as he or she can and record performance. Performance on
this task can provide evidence of skills described in different stages of the progression.

CNUM-2
Learning - Counts forward to 50 by 10s. (MGSEK.CC.1)

Target(s): - Counts forward to 100 by 10s. (MGSEK.CC.1)
- Counts forward to 120 by 10s. (MGSE1.NBT.1)
Developing
Demonstrating
Exceeding
A student may self-correct, or repeat a number, if halted, to restart counting. For example, if
the student says “ten, twenty, thirty”, then halts and says, “thirty, forty, fifty”, the student
should be given credit for reciting the numbers correctly. The student should also be allowed
to restart, if initiated by the student. For example, if the student recites numbers ten, twenty,
thirty and then stops, the student could restart counting from ten and continue.
Say, “Please count out loud by tens, starting with the number ten. Count as high as
you can.”
Allow the student to count as high as he or she can by tens and record performance.
Performance on this task can provide evidence of skills described in different stages of the
progression.

CNUM-3
Learning - Counts forward to 30 from a given number within 0-30 (e.g.,

Target(s): "starting with 15, count up to 30"). (MGSEK.CC.2)
Developing
the student says “eighteen, nineteen, twenty”, then halts and says, “twenty, twenty-one,
twenty-two”, the student should be given credit for reciting the numbers correctly. The student
should also be allowed to restart, if initiated by the student. For example, if the student recites
numbers eighteen, nineteen, twenty and then stops, the student could restart counting from
eighteen and continue.
Say, “Please count out loud for me starting with the number 18.”

CNUM-4
Learning - Counts forward to 100 from a given number within 0 - 100.

Target(s): (MGSEK.CC.2)
Demonstrating
the student says “eighty-five, eighty-six, eighty-seven”, then halts and says, “eighty-seven,
eighty-eight, eighty-nine”, the student should be given credit for reciting the numbers
correctly. The student should also be allowed to restart, if initiated by the student. For
example, if the student recites numbers eighty-five, eighty-six, eighty-seven and then stops,
the student could restart counting from eighty-five and continue.
Say, “Please count out loud for me starting with the number 85.”

CNUM-5
Learning - Counts forward to 120 by 5s. (MGSE1.NBT.1)

Target(s):
Exceeding
the student says “five, ten, fifteen, twenty”, then halts and says, “twenty, twenty-five, thirty”,
the student should be given credit for reciting the numbers correctly. The student should also
be allowed to restart, if initiated by the student. For example, if the student recites numbers
five, ten, fifteen, twenty and then stops, the student could restart counting from five and
continue.
Say, “Please count out loud by fives, starting with the number five. Remember, count
by fives.”

LEARNING PROGRESSION: COUNTING – OBJECTS
Mathematics
Progression: Counting – Objects
GKIDS Readiness COB-1 (Part A) COB-1 (Part C) COB-2 (Part C) COB-3 (Part A)
Check Mathematics Counts 1-10 objects When told a number 1-10, When told a number 11-20, Counts more than 20
Activity 2 presented in a line and counts out that many counts out that many objects. objects, presented in a
Counts 10 objects using tells the number of objects (presented in a variety of ways (e.g.,
one-to-one objects counted. line). scattered, lines, rectangular
correspondence. Includes answering array, circles).
questions about “how
many.”
COB-1 (Part B) COB-1 (Part D) COB-2 (Part D) COB-3 (Part B)
Given a set of up to 10 Writes numerals 1-10 to Writes numerals 11-20 to Given a set of more than 20
objects, matches a represent a quantity. represent a quantity. objects, matches a written
written numeral to numeral to represent the
represent the number of number of objects.
objects.
COB-2 (Part A) COB-2 (Part E) COB-3 (Part C)
Counts 11-20 objects Counts up to 20 objects when Writes numerals greater
presented in a line and presented in a rectangular than 20 to represent a
tells the number of array or circle. Includes quantity.
objects counted. Includes answering questions about
answering questions “how many.”
about “how many.”
COB-2 (Part B) COB-1 (Part E)
Given a set of 11-20 Counts objects up to 10 in a
objects, matches a written scattered array. Includes
numeral to represent the answering questions about
number of objects. “how many.”
COB-1 (Part F)
Answers questions about “one
larger” in a set of up to ten
objects using the number
names.

CD-MA2.4b CD-MA1.4c MGSEK.CC.3 MGSEK.CC.3 MGSE1.NBT.1
MGSEK.MD.3 MGSE.K.CC.5b MGSEK.CC.4 MGSEK.CC.4
MGSEK.CC.4 MGSEK.CC.5c MGSE.K.CC.5
MGSEK.MD.3

MATERIALS
Task Materials
- 10 counters, unifix cubes, counting bears, or other small
counting objects for each student (manipulatives should all
be the same color)
COB-1 - Written numerals 1-10 (e.g., number cards) to represent the
number of objects
- Writing tools and paper
- 20 counters, unifix cubes, counting bears, or other small
counting objects for each student (manipulatives should all
be the same color)
number of objects
- More than 20 counters, unifix cubes, counting bears, or other
small counting objects for each student (manipulatives
should all be the same color)
number of objects

Learning - Counts 10 objects using one-to-one correspondence.

Target(s):
Beginning
progression.
Readiness Check, he or she can be matched to the Beginning stage of the progression.

Counts at least 10 objects using one-to-one correspondence.
Student will count the number of small objects

provided by the teacher using one-to-one
The student does
correspondence.
not engage in the
task or the
Note: Underlined words represent objects used in this
Not Yet student does not
example. Teachers should use objects accessible in
Demonstrated associate each
their classrooms.
object with one
and only one
Place twelve to fifteen small objects in front of the
number name.
student (i.e., in a pile or in a straight line). Ask the
student to count the number of objects. Say, “I would
like for you to count these objects. When you
count, please say the numbers out loud.”
The student
Process Clarification: The child must physically touch counts between
the objects to demonstrate counting using one-to-one one and five
Emerging
correspondence. The teacher should be able to see objects using
that the child is associating one object with one one-to-one
spoken number by physically touching, moving, or correspondence.
sliding the objects. If the presentation of the objects
needs to be adjusted during administration, it can be.
For example, if the teacher presents the objects in a The student
pile and the student does not respond, the teacher counts between
may then place the objects in a straight line. six and nine
Developing
objects using
one-to-one
Materials: Twelve to fifteen small objects (e.g., correspondence.
pencils, crayons, manipulatives, etc.)
The student
counts ten
Demonstrating objects using
one-to-one
correspondence.
The student
counts more than
Exceeding ten objects using
one-to-one
correspondence.

COB-1
Learning - Counts 1-10 objects presented in a line and tells the number of
Target(s): objects counted. Includes answering questions about “how many.”
- Given a set of up to 10 objects, matches a written numeral to
Emerging represent the number of objects.
- When told a number 1-10, counts out that many objects (presented
Developing in a line).
- Writes numerals 0-10 to represent a quantity.
Demonstrating - Counts objects up to 10 in a scattered array. Includes answering
questions about “how many.”
- Answers questions about “one larger” in a set of up to ten objects
using the number names.
- 10 counters, unifix cubes, counting bears, or other small counting objects for each
student (manipulatives should all be the same color)
- Written numerals 1-10 (e.g., number cards) to represent the number of objects
Process Clarifications:
Part A, Part C, Part D, Part E:
Observe that the child is associating one object with one spoken number by maintaining
correspondence with his or her eyes or by pointing, physically touching, moving, or sliding the
objects. If necessary, prompt the student to point or physically touch objects to demonstrate
one-to-one correspondence. To reduce confusion, ensure that objects are the same color.
Part B:
If the presentation of the objects needs to be adjusted during administration, it can be.
Part D:
Due to varied development of fine motor and visual development, a reversal of numerals is
anticipated for a majority of students. While reversals should be pointed out to students, the
emphasis is on the use of numerals to represent quantities rather than the correct handwriting
formation of the actual numeral itself. Similarly, students who transpose digits (e.g., 01 to
represent ten) may need additional instruction; transposing digits would not represent a
correct quantity.
If the student cannot write the number to represent a quantity, it will be helpful to know if the
student can write the number when asked to write that number specifically. Writing numbers
and representing a quantity with a written numeral are two distinct skills; however, within a
level, concepts could be assessed together.

Part F:
The student should make the connection that if a set of objects is increased by one more
object then the number name for that set is to be increased by one as well.
Note: Teachers should use objects accessible in their classrooms. Underlined words
represent the objects used. The underlined words should be replaced with the name of the
objects used.
Part A:
Place up to 10 small objects in a straight line in front of the student. Ask the student to count
the number of objects. Say, “I would like for you to count these objects. When you count,
please say the numbers out loud.”
When the student is finished counting, ask the student to verbally state the number of objects
counted. Ask, “How many objects are there?” If the student correctly states the number of
objects, continue to Part B.
Part B:
Place number cards 1-10 in order on the table in front of the student. Say, “Let’s use
numbers to tell how many. Which of these numbers could you use to show how many
objects are in this set?”
Part C:
Place up to 10 small objects in a straight line in front of the student (use a different number of
objects than used in previous parts of this task). Ask the student to count out a number of
objects up to ten. For example, say, “Please count out X of these objects.” Ask the student
to count out two different numbers of objects between 1-10.
Part D:
Place up to 10 small objects on the table in front of the student (use a different number of
objects than used in previous parts of this task). Ask the student to count the number of
objects and write the number. Say, “I would like for you to count the objects and then
write the number that shows how many objects are here.”
If the student verbally says how many objects, remind the student, “Please write how many
objects you counted here.” Ask the student to write at least two numbers to represent a
quantity between 1-10.
Part E:
Place up to 10 small objects on the table in front of the student in a scattered array. Ask the
student to count the number of objects. Say, “Please count these objects.”

objects, continue to Part F.
Part F:
Ask the student, “How many would there be if we added one more object?”

COB-2
Learning - Counts 11-20 objects presented in a line and tells the number of
Target(s): objects counted. Includes answering questions about “how many.”
- Given a set of 11-20 objects, matches a written numeral to
Developing represent the number of objects.
- When told a number 11-20, counts out that many objects.
Demonstrating - Writes numerals 11-20 to represent a quantity.
- Counts up to 20 objects when presented in a rectangular array or
circle. Includes answering questions about “how many.”
- 20 counters, unifix cubes, counting bears, or other small counting objects for each
student (manipulatives should all be the same color)
Part A, Part C, Part D, Part E:
Observe that the child is associating one object with one spoken number by maintaining
correspondence with his or her eyes or by pointing, physically touching, moving, or sliding the
objects. If the presentation of the objects needs to be adjusted during administration, it can
be.
Part D:
emphasis is on the use of numerals to represent quantities rather than the correct handwriting
formation of the actual numeral itself. Similarly, students who transpose digits (e.g., 71 to
represent 17) may need additional instruction; transposing digits would not represent a
correct quantity.
If the student cannot write the number to represent the group of objects, it will be helpful to
know if the student can write the number when asked to write that number specifically. Writing
numbers and representing objects with a written numeral are two distinct skills; however, we
expect that within a level, concepts could be assessed together.

objects used.
Part A:
Place 20 small objects in a straight line in front of the student. Ask the student to count the
number of objects. Say, “I would like for you to count these objects. When you count,
please say the numbers out loud.” Observe the student associating one object with one
spoken number by pointing, physically touching, moving, or sliding the objects. If necessary,
prompt the student to point or physically touch objects to demonstrate one-to-one
correspondence.
objects, continue to Part B.
Part B:
Part C:
objects than used in previous parts of this task). Ask the student to count out a number of
objects up to twenty. For example, say, “Please count out X of these objects.” Ask the
student to count out two different numbers of objects between 11-20.
Part D:
objects than used in previous parts of this task). Ask the student to count the number of
objects and write the number. Say, “Please count these objects and write the number that
shows how many objects are here.”
If the student verbally says how many objects, remind the student, “Please write the
number that shows how many objects you counted.” Ask the student to write at least two
numbers to represent quantities between 11-20.

Part E:
Place up to 20 small objects on the table in front of the student in a rectangular array or circle.
Ask the student to count the number of objects. Say, “Please count these objects.”
counted. Ask, “How many objects are there?”

COB-3
Learning - Counts more than 20 objects, presented in a variety of ways (e.g.,

Target(s): scattered, lines, rectangular array, circles).
- Given a set of more than 20 objects, matches a written numeral to
Exceeding represent the number of objects.
- Writes numerals greater than 20 to represent a quantity.
- More than 20 counters, unifix cubes, counting bears, or other small counting objects
for each student (manipulatives should all be the same color)
Part A:
If the presentation of the objects needs to be adjusted during administration, it can be. For
example, if the student does not respond when objects are presented in a pile, then place the
objects in other configurations (scattered, rectangular array, circle, etc.).
Part C:
emphasis is on the use of numerals to represent quantity rather than the correct handwriting
formation of the actual numeral itself.
If the student cannot write the number to represent the group of objects, it will be helpful to
know if the student can write the number when asked to write that number specifically. Writing
numbers and representing objects with a written numeral are two distinct skills; however, we
expect that within a level, concepts could be assessed together.
Note: The supporting grade 1 standard, MGSE1.NBT.1, expects students to count to 120,
read and write numerals, and represent a number of objects with a written numeral for objects
up to 120. Therefore, for the Exceeding stage of the progression, it may be appropriate to ask
students to count and write numbers to represent approximately 30 objects.

objects used.
Part A:
Place more than 20 objects in front of the student. Ask the student to count the number of
objects. Say, “Please count these objects.”
counted. Ask, “How many objects are there?” Repeat the process with objects presented in
a variety of ways (e.g., scattered, lines, rectangular array, circles). If the student correctly
states the number of objects, continue to Part B.
Part B:
Part C:
Place more than 20 small objects on the table in front of the student. Ask the student to count
the number of objects and write the number. Say, “Please count these objects and write
the number that shows how many objects are here.”
If the student verbally says how many objects, remind the student, “Please write the
number that shows how many objects you counted.” Ask the student write at least two
numbers to represent objects greater than 20.

LEARNING PROGRESSION: COMPARE
Mathematics
Big Idea: A kindergarten student will compare objects and numbers represented in different ways to solve real-world
problems.
Progression: Compare
COMP-1 COMP-2 (Part A) COMP-2 (Part B) COMP-3 (Part B) COMP-5
Identifies/matches equal Given two sets of Explains and/or shows Compares two numbers Solves real world
sets of objects using objects, identifies whether the number of between 1-10 presented problems by comparing
one-to-one whether the number objects in one group is as written numerals, with two written numbers
correspondence. of objects in one greater than, less than, at least one number greater than 10,
group is greater than, or equal to the number being between 6 and 10 communicating their
less than, or equal to of objects in another (e.g., hold up the written comparisons using
the number of objects group between 0-10 per numbers, points to or words, models, or
in another group (0- set using counting or circles the number). symbols.
10 objects per set). matching strategies.
COMP-3 (Part A) COMP-4
Compares two numbers Solves real world
between 1-5 presented problems involving
as written numerals comparison of numbers
(e.g., hold up the written of objects between 1-
numbers, points to or 10—greater than, less
circles the number). than, equal to (e.g., use
counting strategies, etc.).
CD-MA2.4a MGSEK.CC.6 MGSEK.CC.6 MGSEK.CC.6 MGSE1.NBT.3

MGSEK.CC.7 MGSEK.CC.7 MGSE1.MD.4
MGSEK.CC.4 MGSEK.CC.4

MATERIALS
Big Idea: A kindergarten student will compare objects and numbers represented in different
ways to solve real world problems.
Task Materials
- 20 objects to allow students to compare sets of up to 10 objects
(e.g., counters, unifix cubes, counting bears, or other small
COMP-1 counting objects). Manipulatives should be two different colors with
10 objects of each color.
- 20 objects to allow students to compare sets of up to 10 objects
(e.g., counters, unifix cubes, counting bears, or other small
COMP-2 counting objects). Manipulatives should be two different colors with
10 objects of each color.
Part A:
- Two sets of written numerals 1 -5 (e.g., number cards)
COMP-3 Part B:
- One set of written numerals 1 -10 (e.g., number cards)
- One set of written numerals 6 – 10 (e.g., number cards)
- Real-world problems involving comparison of numbers of objects
within 10 (refer to the Sample Problems and Exemplar section).
COMP-4 Printed versions of the real-world problems could include digital
slide, chart paper, printed document, or a sticker to place in a
problem-solving journal.
- Real-world problems involving comparison of written numbers
greater than 10 but less than 20 (refer to the Exemplar section for
COMP-5 a sample problem). Printed versions of the real-world problems
could include digital slide, chart paper, printed document, or a
sticker to place in a problem-solving journal.

COMP-1
Learning - Identifies/matches equal sets of objects using one-to-one

Target(s): correspondence. (CD-MA2.4a)
Beginning
- 20 objects to allow students to compare sets of up to 10 objects (e.g., counters, unifix

cubes, counting bears, or other small counting objects). Manipulatives should be two
different colors with 10 objects of each color.
For beginning learners, the teacher might arrange a line of objects that are placed close to
one another and formed in a straight line. For students who have assimilated the one-to-one-
correspondence skill, the teacher could arrange objects in alternate configurations (e.g., items
in a circle, arc, block). The rationale for using a straight line of objects earlier in the students’
development is that children often cannot attend to more than one feature of the task (e.g.,
number of items, spacing between items, etc.) to design an identical set indicating one-to-
one-correspondence.
To demonstrate one-to-one-correspondence, the student could physically touch the objects in

the sets or line them up next to (or on top of) each other. Although not a required component
of the Beginning stage of this progression, the student might also demonstrate their
knowledge of one-to-one-correspondence by counting aloud the number of objects as they
place their own objects next to or on top of the teacher’s formed set. The teacher should note
that the student is associating each object with only one other object. Further, a student could
simply verbally state that the number of objects in the two sets match.

objects used.
Say, “Today, we are going to compare sets of objects. I’m going to give you two sets of
objects.”
Create two sets of small counting objects with quantities including and between 1 and 10.
Sets should be arranged so that each set is distinct from the other and can be interpreted as
a set by the student (i.e., with enough space between the two sets to be recognized as two
separate sets, one in a straight line and one in a group). The arrangement of the objects can
vary (e.g., in a line, an array, an arc, etc.).
Ask the student to determine if the sets are equal. Ask, “Are these sets equal?” or “Are
there the same number of objects A and objects B?” Ask, “Tell me how you know
this.” Observe the student demonstrating one-to-one correspondence. First ask the student
to identify/match sets between 3-5 objects and then sets between 7-10 objects. For example,
student can compare:
☐ 3 and 5 objects
☐ 4 and 4 objects
☐ 8 and 9 objects
☐ 10 and 9 objects
☐ 9 and 9 objects
If the student identifies equal sets of objects between 1 and 10 with at least 80% accuracy,
student is fully matched to the Beginning stage of the progression. You should observe the
student demonstrating one-to-one correspondence. For example, if you present the student
with a group of blue bears, the student should match each red bear with a blue bear to show
1:1 correspondence.

COMP-2
Learning - Given two sets of objects, identifies whether the number of objects
Target(s): in one group is greater than, less than, or equal to the number of
objects in another group (0-10 objects per set). (MGSEK.CC.6;
Emerging MGSEK.CC.4)
Developing - Explains and/or shows whether the number of objects in one group
is greater than, less than, or equal to the number of objects in
another group between 0-10 per set using counting or matching
strategies. (MGSEK.CC.6; MGSEK.CC.4)
- 20 objects to allow students to compare sets of up to 10 objects (e.g., counters, unifix

cubes, counting bears, or other small counting objects). Manipulatives should be two
different colors with 10 objects of each color.
The student may use a variety of counting or matching strategies to compare the sets. Allow
the student to move the counting objects as needed to employ various strategies.
objects used.
Part A:
Say, “Today, we are going to compare sets of objects. I’m going to give you two sets of
objects.”
Place two sets of objects in front of the student, each with a quantity including and between 0
and 10. Sets should be arranged so that each set is distinct from the other and can be
interpreted as a set by the student (i.e., with enough space between the two sets to be
recognized as two separate sets). The arrangement of the objects can vary (e.g., in a line, an
array, an arc, etc.).
Say, “I have two sets of objects. Tell me about these sets. Does one have more or less
than the other, or are the sets equal?” The student could point or orally respond with a
statement that accurately compares the two groups created by the teacher (e.g., “This set has
more than this set.”). If student does not respond, teachers could prompt the student. “Tell
me which set has more objects.”; “Tell me which set has less (fewer) objects.”; “Do
these sets have the same number of objects?”

First ask the student to compare sets between 3-5 objects and then sets between 7-10
objects. The sets should not be significantly different from each other (e.g., comparing 2 and
9 objects). For example, student can compare:
☐ 3 and 5 objects
☐ 4 and 4 objects
☐ 8 and 9 objects
☐ 10 and 9 objects
☐ 9 and 9 objects
If the student compares two sets of objects with at least 80% accuracy, student is fully
matched to the Emerging stage of the progression. Continue to Part B to assess a learning
target in the Developing stage.
Part B:
With the sets of objects on the table, ask the student to explain the difference between the
two sets of objects using counting or matching strategies. Ask, “Can you tell or show me
how you compared these two sets of objects?”
The student should show or explain the difference between the two sets of objects using
concrete language to demonstrate using counting or matching strategies. The student could
say (or show):
• “I lined up one square and one triangle. Since there is one extra triangle, there are
more triangles than squares.” (matching strategy)
• “I counted the squares and I got 6. Then I counted the triangles and got 7. Since 7 is
bigger than 6, there are more triangles than squares.” (counting strategy)
• “I put them in a pile. I then took away objects. Every time I took a square, I also took a
triangle. When I had taken almost all of the shapes away, there was still a triangle left.
That means there are more triangles than squares.” (adding and subtracting strategy)
If the student explains the comparison between two sets of objects using counting or
matching strategies with at least 80% accuracy, student is partially matched to the
Developing stage of the progression.

COMP-3
Learning - Compares two numbers between 1-5 presented as written

Target(s): numerals (e.g., hold up the written numbers, points to or circles
the number). (MGSEK.CC.7)
Developing - Compares two numbers between 1-10 presented as written
Demonstrating numerals, with at least one number being between 6 and 10
(e.g., hold up the written numbers, points to or circles the
number). (MGSEK.CC.7)
Part A:
- Two sets of written numerals 1 -5 (e.g., number cards)
Part B:
- One set of written numerals 1 -10 (e.g., number cards)
- One set of written numerals 6 – 10 (e.g., number cards)
Teachers should consider using written numerals that clearly distinguish 6 and 9 from one
another. For example, numbers represented as 6 and 9. This orientation might be helpful
depending on whether the student is sitting next to or across from the teacher during the
activity as the numerals are shown.
Part A:
Separately mix two sets of written numerals 1-5 and keep each pile separate. Show one
numeral from each set and ask the student to compare the two digits shown. Say, “Which
number is greater?” or “Which number is less?” Repeat the activity, varying the prompt,
until you have used all pairs of 1-5 written numerals. When the numerals are the same, the
student should indicate this in his or her response (e.g., “They are the same.” or “They are
equal.”).
If student compares written numerals with at least 80% accuracy, student is partially matched
to the Developing stage of the progression. Continue to Part B to assess a learning target in
the Demonstrating stage.

Part B:
Separately mix the 1-10 and the 6-10 written numerals and keep each pile separate. Flip over
one numeral from each set and ask the student to compare the two digits shown. Say,
“Which number is greater?” or “Which number is less?” Repeat the activity, varying the
prompt, until you have used all the 6-10 written numerals. The student should have the
opportunity to compare numbers that are equal. If randomly selected numerals are not the
same, you should specifically show the student two written numerals that are the same. The
student should indicate this in his or her response (e.g., “They are the same.” or “They are
equal.”).
If student compares written numerals with at least 80% accuracy, student is partially matched
to the Demonstrating stage of the progression.

COMP-4
Learning - Solves real world problems involving comparison of numbers of

Target(s): objects between 1-10—greater than, less than, equal (e.g., use
counting strategies, etc.). (MGSEK.CC.6; MGSEK.CC.4)
Demonstrating
- Real-world problems involving comparison of numbers of objects within 10 (refer to

the Sample Problems and Exemplar section). Printed versions of the real-world
problems could include digital slide, chart paper, printed document, or a sticker to
place in a problem-solving journal.
Available for student:
- counters, unifix cubes, counting bears, or other small counting objects in the
classroom
- number lines, ten frames, or hundreds charts for comparing numbers greater than 10
- writing tools and/or materials needed to record mathematical thinking
Have a variety of problem-solving tools (e.g., counters, unifix cubes, counting bears, and
writing tools or materials for recording mathematical thinking) available for student access.
Direct the student’s attention to the tools available for problem solving. Review the tools
provided and directions for the activity. Say, “Today we are going to solve a story
problem. I will read you the problem, and you will find the answer. You can show your
work with objects, pictures, numbers, or words.”
Show the student a real-world problem involving comparison of numbers. Read the problem
aloud to the student and direct the student to solve the problem. Direct the student’s attention
to the visual representation of the problem and say, “Listen as I read the problem.” For
example, refer to the sample problems. Read the problem to the student as many times as
needed. Say, “Solve the problem. You can tell me your answer or share your thinking
with objects, pictures, numbers, or words.” Repeat this activity with a few real-world
problems involving comparison of number of objects – greater than, less than, equal.
The teacher can also prompt the student to explain the solution if no evidence of a response
is observed. Say, “Tell me how you found the answer.” or “Can you show me how you
solved the problem?”
If student solves real world problems involving comparison of numbers of objects between 1-
10 with at least 80% accuracy, student is partially matched to the Demonstrating stage of the
progression.

Sample Problems and Exemplars:
The student solves real-world problems comparing numbers of objects. The student draws a
picture, uses a model, writes, or verbally explains his or her problem-solving strategy. If the
student has no physical evidence of a response, then when prompted, the student should be
able to provide an oral response to the problem presented by the teacher. The teacher should
observe the student choosing and employing appropriate counting strategies to compare.
#1 Sample Problem:
Ms. Gomez gives her students a sticker each time they read a book. Brian earned 5
stickers this week and Debra earned 3.
Who earned more stickers?
You can show your work with objects, pictures, numbers, or words.
The student should identify that Brian earned more stickers than Debra. For example, “Brian
earned more stickers than Debra. I know this because Brian has 5 stickers and Debra only has
3 stickers. 5 is more than 3 so Brian has more stickers.”
#2 Sample Problem:
Kevin gives his cat and dog a treat each time they do a trick. He gave his cat 4 treats and
he gave his dog 4 treats.
Who earned more treats?
The student should identify that Jason gave his cat and dog the same number of treats. For
example, “Jason gave his cat the same number of treats as his dog. I know this because the
number of treats his cat and dog have are equal.”
#3 Sample Problem:
Kendra and Beth each have new pencils. Kendra has 6 pencils and Beth has 7 pencils.
Who has fewer pencils?
The student should identify that Kendra has fewer pencils than Beth. For example, “Kendra has
less pencils than Beth. I know this because Kendra only has 6 pencils and Beth has 7 pencils. 6
is less than 7 so Kendra has less pencils.”

#4 Sample Problem:
James and Kellan collect rocks on the playground. James collected 10 rocks and Kellan
collected 8 rocks.
Which boy collected more rocks?
The student should identify that James collected more rocks than Kellan. For example, “James
collected more rocks than Kellan. I know this because James collected 10 rocks and Kellan
collected 8 rocks. 10 is more than 8 so James has more rocks.”
#5 Sample Problem:
Henry buys oranges and apples to make a salad. Henry buys 9 oranges and 9 apples.
Did Henry buy more oranges or apples?
The student should identify that Henry buys the same number of oranges and apples. For
example, “Henry buys an equal number of oranges and apples. I know this because the number
of oranges and apples is the same.”

COMP-5
Learning - Solves real world problems by comparing two written numbers

Target(s): greater than 10, communicating their comparisons using words,
models, or symbols. (MGSE1.NBT.3; MGSE1.MD.4)
Exceeding
- Real-world problems involving comparison of written numbers greater than 10 but less
than 20 (refer to the Exemplar section for a sample problem). Printed versions of the
real-world problems could include digital slide, chart paper, printed document, or a
sticker to place in a problem-solving journal.
The student does not have to use objects to build the larger numbers for comparison but may
choose to do so if he or she desires. Providing a number line or hundreds chart may help to
support students in comparing and writing two-digit numbers between 11 and 20.
Show the student a real-world problem involving comparison of written numbers between 11
and 20. Read the problem aloud to the student and ask the student to solve the problem.
Direct the student’s attention to the visual representation of the problem and say, “Listen as I
read the problem. Solve the problem. You can show your work with objects, pictures,
numbers, or words.” Read the problem to the student as many times as needed.
If no physical evidence of a response is observed prompt the student, “Tell me about how
you found the answer.” or “Can you show me how you solved the problem?”
If student solves real world problems by comparing two written numbers greater than 10 with
at least 80% accuracy, student is fully matched to the Exceeding stage of the progression.
Sample Problems and Exemplars:

The student should select and implement an appropriate strategy to compare the numbers
given in the problem. The teacher may observe the student using a number line or hundreds
chart to locate the numbers in relation to each other. The student should produce some
evidence (picture, model, writing, or explanation) of their problem-solving strategy. If the student
has no physical evidence of a response, then when prompted, the student should be able to
provide an oral response to the problem presented by the teacher.

#1 Sample Problem:
Mr. Allen needs to paint for a big school art project. He buys 13 cans of red paint and 11
cans of yellow paint.
In which color did Mr. Allen buy fewer cans of paint?
The student should identify that Mr. Allen purchased less yellow paint. The teacher should
observe the student using an appropriate strategy to compare written numbers between 11 and
20. For example, “Mr. Allen purchased fewer yellow paint cans than red.”
- “I counted and 13 comes after 11, so 11 is less than 13.”
- “On the number line 11 is before 13. This means Mr. Allen bought less yellow paint.”
#2 Sample Problem:
Ben and Paul collect toy cars.
Ben has 19 cars, and Paul has 12. Who has more cars?
The student should identify that Ben has more cars than Paul. For example, “Ben has more cars
than Paul. I know this because Ben has 19 cars and Paul only has 12 cars. 19 is more than 12
so Ben has more cars.” The teacher should observe the student using an appropriate strategy
to compare written numbers between 11 and 20.
- “On the hundreds chart 19 comes after 12 so Ben has more cars.”
- “I counted and 19 comes after 12, so 19 is greater than 12. Paul has less cars than
Ben.”
#3 Sample Problem:
Cory brought 16 cupcakes to school for his birthday.
If there are 18 students in Cory’s class, does he have enough cupcakes to share with
everyone?
The student should identify that Cory does not have enough cupcakes to share with the class.
For example, “Cory does not have enough cupcakes for his class. I know this because Cory has
16 cupcakes but there are 18 students in the class. 16 is less than 18 so he does not have
enough.” The teacher should observe the student using an appropriate strategy to compare
written numbers between 11 and 20.
- “On the hundreds chart 18 comes after 16 so Cory doesn’t have enough cupcakes for
the class.”
- “I counted and 18 comes after 16, so 16 is less than 18. There are more students than
cupcakes.”

#4 Sample Problem:
Kate needs balloons for her birthday. Store A has 17 balloons. Store B has 20 balloons.
Which store has more balloons?
The student should identify that Store B has more balloons. The teacher should observe the
student using an appropriate strategy to compare written numbers between 11 and 20. For
example, “Store B has more balloons than Store A.”
- “On the hundreds chart 20 comes after 17 so Store B has more balloons.”
- “On the number line 20 is after 17 so it’s greater. This means Store B has more than
Store A.”
#5 Sample Problem:
Mrs. Timms brought 17 lollipops to share with her students.
If there are 17 students in her class, will she have any lollipops left after she shares?
The student should identify that Mrs. Timms will not have any lollipops left because she has an
equal number of lollipops and students. For example, “Mrs. Timms will not have any lollipops left
after she shares. I know this because she has 17 lollipops and 17 students in the class. There
are the same number of lollipops as students.” The teacher should observe the student using an
appropriate strategy to compare written numbers between 11 and 20.
- “Both numbers are the same, so she has just enough.”
- “She has an equal number of lollipops and students. There won’t be any left over.”

LEARNING PROGRESSION: ADDITION AND SUBTRACTION
Mathematics
Big Idea: A kindergarten student will apply multiple strategies to solve real world problems using addition and subtraction.
Progression: Addition and Subtraction
(Note: This progression may begin later in the year after progress is made with counting and other prerequisite skills.)
ADSU-1 ADSU-2 ADSU-3 ADSU-6 ADSU-9
Uses objects or Uses objects or drawings to Uses counting strategies Solves real-world problems Solves real-world problems
fingers to represent represent and solve real- (e.g., ten frame, counting by adding and subtracting by adding and subtracting
and solve real-world world addition and on, counting back, mental within 10 (result unknown, within 11 to 19, and
addition and subtraction problems (result images, number lines, change unknown, and start explains the strategy used.
subtraction problems unknown and change acting out) to solve unknown), and explains the The strategy can include a
(result unknown) unknown) within 5, when addition and subtraction strategy used. The strategy drawing or equation.
within 5, when read read aloud. problems within 10 (result can include a drawing or
aloud. unknown, change equation.
unknown, start unknown
within 5).
ADSU-4 (Part A) ADSU-4 (Part B)
Finds the missing number Finds the missing number
to make 5 (e.g., using ten to make 10 (e.g., using ten
frame, number lines). frame, number lines).
ADSU-5 ADSU-7 ADSU-10
Decomposes numbers Responds immediately and Responds immediately and
into pairs in more than accurately (verbally) to accurately, verbally or in
one way, using objects or addition and subtraction writing, to addition and
drawings, within 10 (e.g., problems within 5. subtraction problems
9=4+5, 9=8+1). within 10.
ADSU-8 ADSU-11
Composes and Recognize “a ten” as a
decomposes numbers from bundle of ten ones,
11 to 19 into ten ones and numbers from 11 to 19 as
some further ones by using one ten and some leftover
objects or drawings. ones, and decade
Records compositions or numbers 10 to 90 as a
decompositions by a group of tens with no
leftover ones.

drawing or equation (e.g.,
18=10+8)
MGSEK.OA.1/ MGSEK.OA.1/
CD-MA2.4c MGSEK.OA.1 MGSE1.OA.1
MGSEK.OA.2 MGSEK.OA.2
MGSEK.OA.2 MGSEK.OA.3 MGSEK.OA.3 MGSE1.OA.2
MGSEK.OA.4 MGSEK.OA.4 MGSE1.OA.6a
MGSEK.CC.2 MGSEK.OA.5 MGSE1.OA.6b
MGSEK.CC.4a MGSEK.NBT.1 MGSE1.NBT.2

MATERIALS
Big Idea: A kindergarten student will apply multiple strategies to solve real world
problems using addition and subtraction.
Task Materials
- At least 5 objects to allow students to represent and solve
ADSU-1 problems within 5 (e.g., counters, unifix cubes, counting
bears, or other small counting objects).
- At least 5 objects to allow students to represent and solve
ADSU-2 problems within 5 (e.g., counters, unifix cubes, counting
bears, or other small counting objects).
- Problem-solving tools such as counters, unifix cubes,
ADSU-3 counting bears, ten frame, paper, writing tools, or arithmetic
racks available for the student
- Problem-solving tools such as counters, unifix cubes,
counting bears, ten frame, paper, writing tools, or arithmetic
ADSU-4 racks available for the student
- At least 10 small counting objects to fill ten frame (or pencil if
using a printed version)
- Ten frame, number lines, 10 counters, unifix cubes, counting
bears, or other small counting objects of two different colors
ADSU-5
(10 of each color)
- Writing tools of two different colors and paper
- Real-world problems involving addition and subtraction

ADSU-6 within 10 to be read aloud. Printed versions of the real-world
problems could include digital slide, chart paper, printed
document, or a sticker to place in a problem-solving journal.
ADSU-7 - Addition and subtraction expressions within 5. These could

be printed on paper or presented digitally.
- Counting tools such as a ten frame (copies on paper or
ADSU-8 manipulatives), number lines, or at least 19 counters or other
small counting objects
- Real-world problems involving addition and subtraction
within 11-19 to be read aloud. Printed versions of the real-
ADSU-9 world problems could include digital slide, chart paper,
printed document, or a sticker to place in a problem-solving
journal.
- Addition and subtraction expressions within 10 (e.g., 5
addition and 5 subtraction expressions within 6 - 10). These
ADSU-10
could be printed on paper or presented digitally.

Part A
- Number cards 11 to 19
- 20 objects (e.g., counters, unifix cubes, counting bears, or
ADSU-11 other small counting objects)
- Ten frame
Part B
- Cards of decade numbers 10 to 90
- Unifix cubes or place value (base 10) rods

ADSU-1
Learning - Uses objects or fingers to represent and solve real-world addition

Target(s): and subtraction problems (result unknown) within 5, when read
aloud.
Beginning
- At least 5 objects to allow students to represent and solve problems within 5 (e.g.,
counters, unifix cubes, counting bears, or other small counting objects).
There are three types of addition and subtraction problems: result unknown (1 + 4 = __),
change unknown (5 – __ = 4), and start unknown (__ + 3 = 5). In this performance task, the
student will have the opportunity to solve result unknown problems.
objects used.
Give the student at least 5 objects. Say, “Today we are going to solve story problems. I
will read the problem to you, and you will find the answer. You can use these objects or
your fingers to help you find the answer.” Direct the student’s attention to the objects.
Read the problems aloud to the student. Say, “Listen as I read the story problem.” Show
and read the problem to the student as many times as needed. Say, “Solve the story
problem. I want you to use these objects or your fingers to help you find the answer.”
If the student represents and solves real-world addition and subtraction problems within 5
when the result is unknown, with at least 80% accuracy, student is fully matched to the
Beginning stage of the progression.
Sample Problems:
- There was 1 bee on a flower. Then 3 more bees came. How many bees are on the
flower now? (addition)
- There were 2 frogs in a pond. Then 2 more frogs came. How many frogs are in the
pond now? (addition)
- Sam ate 3 eggs for breakfast. He ate 2 more eggs for lunch. How many eggs did Sam
eat? (addition)

- Liam buys 5 books from the store. He gives 2 books to his sister. How many books
does Liam have now? (subtraction)
- There were 4 birds in a nest. Then 1 bird left the nest. How many birds are in the nest
now? (subtraction)
- There were 5 bees in a hive. Then 4 bees left the hive. How many bees are in the hive
now? (subtraction)

ADSU-2
Learning - Uses objects or drawings to represent and solve real-world addition

Target(s): and subtraction problems (result unknown and change unknown)
within 5, when read aloud.
Emerging
- At least 5 objects to allow students to represent and solve problems within 5 (e.g.,
counters, unifix cubes, counting bears, or other small counting objects).
change unknown (5 – __ = 4), and start unknown (__ + 3 = 5). In this performance task, the
student will have the opportunity to solve result unknown and change unknown problems.
Provide objects, a piece of paper, and a writing tool for the student. Say, “Today we are
going to solve story problems. I will read the problem to you, and you will find the
answer. You can use these objects or draw pictures to help you find the answer.” Direct
the student’s attention to the objects, writing tool, and paper.
Read the problems aloud to the student. Say, “Listen as I read the story problem.” Show
and read the problem to the student as many times as needed. Say, “Solve the story
problem. You can use these objects or draw pictures to help you find the answer.”
Observe the student. The student may respond orally or draw correct representations.
If the student chooses to draw, the drawings do not have to be detailed, but should show the
strategy the student used to solve the problem. Drawings could include but are not limited to:
- two sets of objects combined
- a set of objects with several crossed out
- a five frame or ten frame with objects (to fill or remove)
- a number line
If the student represents and solves result unknown and change unknown addition and
subtraction problems with at least 80% accuracy, the student is fully matched to the Emerging
stage of the progression.
Sample Problems:
- Jenny brought 5 cupcakes to school. She shared 3 with her friends at lunch. How
many cupcakes does Jenny have left? (result unknown, subtraction)
- Tim has 2 toy cars, and Amy has 1 toy car. How many toy cars do they have all
together? (result unknown, addition)

- The bird had 5 seeds. She had 1 seed left at the end of the day. How many seeds did
she eat? (change unknown, subtraction)
- Ted had 2 blocks. He got more blocks the next day at school. After school, he had 5
blocks. How many blocks did Ted get at school? (change unknown, addition)
- Mr. Reed had 4 glue sticks to give his students for an art project. He had 2 glue sticks
left on his desk at the end of class. How many glue sticks did he give his students?
(change unknown, subtraction)

ADSU-3
Learning - Uses counting strategies (e.g., ten frame, counting on, counting
Target(s): back, mental images, number lines, acting out) to solve addition
and subtraction problems within 10 (result unknown, change
Developing unknown, start unknown within 5).
- Problem-solving tools such as counters, unifix cubes, counting bears, ten frame, paper,
writing tools, or arithmetic racks available for the student
change unknown (8 – __ = 4), and start unknown (__ + 3 = 10). Beginning with result
unknown problems, the student should have the opportunity to solve each type of problem in
this performance task. However, start unknown problems need only be solved within 5 at this
level of the progression.
objects used.
Have problem-solving tools (e.g., counters, unifix cubes, counting bears, ten frame, paper,
writing tools, arithmetic racks) available for the student. Direct the student’s attention to the
tools available for problem solving. Review the tools provided and any procedures that need
to be followed. Say, “Today we are going to solve story problems. I will read the problem
to you, and you will find the answer. You can use any of these tools to help you find
the answer.”
Show and read the problem aloud to the student. Say, “Listen as I read the story problem.”
Read the problem to the student as many times as needed. Say, “Solve the story problem.
You can use any of these objects to help you find the answer.”
If the student solves the three types of real-world addition and subtraction problems with at
least 80% accuracy, the student is partially matched to the Developing stage of the
progression.
Sample Problems:
- Cory had 5 balloons. His mom gave him 4 more. How many balloons does Cory have
altogether? (result unknown, addition)
- The bunny had 8 carrots. She had 2 carrots left after dinner. How many carrots did
she eat? (change unknown, subtraction)
- Tom had 6 marbles. He got more marbles the next day at school. After school, he had
9 marbles. How many marbles did Tom get at school? (change unknown, addition)

- Todd had some toy cars. He got 2 more cars for his birthday. After his birthday, he
had 5 toy cars. How many toy cars did Todd have before his birthday? (start unknown,
addition)
- Carlos has some bottles of glue at home. He uses 1 bottle for a school project. After
the project, he has 2 bottles of glue left at home. How many bottles of glue did Carlos
have before the project? (start unknown, subtraction)

ADSU-4
Learning - Finds the missing number to make 5 (e.g., using ten frame, number
Target(s): lines).
- Finds the missing number to make 10 (e.g., using ten frame,
Developing number lines).
Demonstrating
- Problem-solving tools such as counters, unifix cubes, counting bears, ten frame, paper,
writing tools, or arithmetic racks available for the student
- At least 10 small counting objects to fill ten frame (or pencil if using a printed version)
Have problem solving tools and objects available for the student. Direct the student’s
attention to the tools available for problem solving. Review the tools provided and any
procedures that need to be followed. Say, “Today, I will read a story problem to you, and
you will find the answer. You can use any of these tools to help you find the answer.”
The student can find the missing number by using objects or drawings.
Part A:
Ask students to find the missing number to make 5. For example:
- I need to have 5 chairs at the table. I have 3. How many more chairs do I need?
- We need 5 eggs to make a cake. I have 2 eggs. How many more eggs do we still
need?
- Sara needs 5 cans of paint to paint her room. She has 1 can. How many more cans
does Sara need?
- There are 5 students in class who need pens. Mr. Wayne has 4 pens. How many
more students need pens?
- I need to have 5 chairs at the table. I have 5. How many more chairs do I need?
If student finds the missing number to make 5 with at least 80% accuracy, student is partially
matched to the Developing stage of the progression. Continue to Part B to assess a learning
target in the Demonstrating stage.
Part B:
Ask students to find the missing number to make 10. For example:
- A full case of juice has 10 boxes. There are only 6 boxes in this case. How many juice
boxes are missing?

- The pie recipe needs 10 apples. There are 4 apples at home. How many more apples
are needed?
- Mrs. Perry gave out 10 books to her students. Her students gave back 9 books. How
many books are missing?
- Ben invited 10 friends to his party. There are 3 friends are at the party now. How many
friends are missing?
- Jan needs 10 stickers a week to earn a prize. She has 7 stickers. How many more
stickers does Jan need to earn a prize?
If student finds the missing number to make 10 with at least 80% accuracy, student is partially
matched to the Demonstrating stage of the progression.

ADSU-5
Learning - Decomposes numbers into pairs in more than one way, using
Target(s): objects or drawings, within 10 (e.g., 9=4+5, 9=8+1).
Developing
- Ten frame, number lines, 10 counters, unifix cubes, counting bears, or other small
counting objects of two different colors (10 of each color)
- Writing tools of two different colors and paper
objects used.
Have objects (ten frame, number lines, different colored counters) or drawing tools available
for the student. Explain and model the task for the student. Say, “Today I would like you to
show me different ways to make numbers. I want you to use these objects to show me
all the ways you can make numbers. For example, if I ask you to show me how to
make 4, you could use 2 of the red objects and 2 of the blue objects.” Take two of each
color object and place them on the table creating one group of four. “2 red objects and 2
blue objects make 4 when they are put together. Can you show me another way to
make 4 using the red objects and the blue objects?” Allow the student to model (or draw if
using writing tools and paper) another combination of numbers that make 4 to verify that they
understand the task.
Continue having the student decompose numbers within 10. Say, “Use these objects. Show
me one way you could make __ using these red and blue objects.” Allow the student to
model (or draw if using writing tools and paper) different pairs of numbers that create the
number given by the teacher.
Ask, “Can you show me another way you could make __ using these red and blue
objects?” Students should decompose using a different number combination.
If student decomposes numbers within 10 with at least 80% accuracy, student is partially
matched to the Developing stage of the progression.

ADSU-6
Learning - Solves real-world problems by adding and subtracting within 10

Target(s): (result unknown, change unknown, and start unknown), and
explains the strategy used. The strategy can include a drawing or
Demonstrating equation.
- Real-world problems involving addition and subtraction within 10 to be read aloud. Printed
versions of the real-world problems could include: digital slide, chart paper, printed
Students should have writing tools to record mathematical thinking. Students should also
have available problem-solving tools like 10 counters, unifix cubes, counting bears, ten frame,
number lines, or arithmetic racks.
change unknown (8 – __ = 4), and start unknown (__ + 3 = 10). The student should have the
opportunity to solve each type of problem in this performance task.
Present the student with a real-world addition problem and a real-world subtraction problem
within 10. Say, “Today we are going to solve a story problem. I will read the problem to
you, and I want you to find the answer. Listen as I read the story problem.” Read the
problem to the student as many times as needed. Say, “Solve the story problem.” Allow the
students ample time to solve the problem by drawing, using manipulatives, writing equations,
or responding orally.
After the student has solved the problem, ask the student to explain the strategy he or she
used to solve the problem. Say, “Tell me how you found your answer.”
Sample Problems:
The student produces some evidence of a strategy (e.g., drawing, manipulatives, equation, or
oral response) and when asked can explain the strategy used.
José and Beth have 9 pencils all together. Beth has 4 pencils. How many pencils does
José have? (result unknown)

- Isabella uses 6 square blocks and 3 rectangle blocks to build a tower. How many
blocks are in Isabella’s tower in all? (result unknown)
- Marcus brought 10 donuts to school. He shared 6 with his friends at lunch. How many
donuts does Marcus have left? (result unknown)
- A group of squirrels collects 8 nuts. They had 4 nuts left at the end of the day. How
many nuts did they eat? (change unknown)
- Beverly uses 3 oranges and 7 lemons to make a cake. How many pieces of fruit does
Beverly use in all? (result unknown)
- A boy had some baseballs. He lost 4 of them. Now the boy has 3 baseballs. How
many baseballs did the boy have in the beginning? (start unknown)
- A group of friends were planning a trip to the park. Three more friends decided to join
them. Now there are 8 friends going to the park. How many friends were going to the
park to start? (start unknown)

If student solves addition and subtraction problems and explains the strategy used with at
least 80% accuracy, student is partially matched to the Demonstrating stage of the
progression.

ADSU-7
Learning - Responds immediately and accurately (verbally) to addition and

Target(s): subtraction problems within 5.
Demonstrating
- Addition and subtraction expressions within 5. These could be printed on paper or
presented digitally.
Explain the activity to the student. Say, “I am going to show you addition and subtraction
problems. Tell me the answer to each problem out loud.” Show and read aloud each
problem to the student and observe how long it takes them to say the answer.
Sample Problems:
Student Student
# Addition # Subtraction
Response Response
1 1+4 5 5-2
2 2+3 6 4-3
3 3+2 7 5-4
4 4+1 8 3-2
9 5-3
10 4-1
If the student responds verbally to determine the correct sum or difference in about 3-5
seconds without resorting to counting strategies with at least 80% accuracy, student is
partially matched to the Demonstrating stage of the progression.

ADSU-8
Learning - Composes and decomposes numbers from 11 to 19 into ten ones

Target(s): and some further ones by using objects or drawings. Records
compositions or decompositions by a drawing or equation (e.g., 18
Demonstrating = 10 + 8).
For all parts, students should have writing tools and materials to record mathematical
thinking.
- Counting tools such as ten frame (copies on paper or manipulatives), number lines, or at
least 19 counters or other small counting objects
objects used.
Have ten frame, paper, and writing tools available on the table for the student to use. Explain
the task to the student. Say, “Today we are making numbers greater than 10. I want you
to use the objects to show me what number can be added to 10 to make another
number. When you are finished you can draw a picture or write the equation on your
paper to show your thinking.” It may be necessary to demonstrate an example to the
student to ensure he or she understands the directions. Students should separate out each
set of 11-19 objects into a group of ten objects with leftovers.
Composing:
For composing, ask the student to make a number between 11 and 19. Say, “Show me how
to make ___.” Prompt the student to write an equation or draw to record their thinking.
Prompt students, “Write an equation or draw a picture to show how __ is made.” Ask,
“How many groups of ten are in the number __? How many ones are in the number __?
The student should write an equation or draw on their paper. For example, for 15, student
could write the equation: 15 = 10 + 5. Repeat this process with a range of several other
numbers between 11 and 19.
Sample Problems:
☐ 15
☐ 12
☐ 19
☐ 17
☐ 14

If the student composes numbers from 11 to 19 into ten ones and some further ones with at
least 80% accuracy, student is partially matched to the Demonstrating stage of the
progression.
Decomposing:
For decomposing, provide the student with a group of between 11 and 19 objects. Say, “Here
is a group of __ objects. Show me how many objects can be added to 10 to make __.”
Allow the student time to decompose the group of objects provided by the teacher. Prompt
the student to write an equation or draw to record their thinking. Say, “Write an equation or
draw a picture to show how __ is made.” The student should write an equation or draw on
their paper. Repeat this process with a range of several other numbers between 11 and 19.
Sample Problems:
☐ 13
☐ 11
☐ 18
☐ 16
☐ 19
If the student decomposes numbers from 11 to 19 into ten ones and some further ones with
at least 80% accuracy, student is partially matched to the Demonstrating stage of the
progression.

ADSU-9
Learning - Solves real-world problems by adding and subtracting within 11 to

Target(s): 19, and explains the strategy used. The strategy can include a
drawing or equation.
Exceeding
- Real-world problems involving addition and subtraction within 11-19 to be read aloud.
Printed versions of the real-world problems could include digital slide, chart paper, printed
Students should have writing tools to record mathematical thinking. Students should also
have available problem-solving tools such as counters, unifix cubes, counting bears, ten
frame, number lines, or arithmetic racks.
change unknown (19 – __ = 8), and start unknown (__ + 9 = 18). The student should have the
opportunity to solve each type of problem in this performance task.

Present the student with real-world addition and subtraction problems within 11-19. Say,
“Today we are going to solve a story problem. I will read you the problem, and I want
you to find the answer. Listen as I read the story problem.” Read the problem to the
student as many times as needed. Say, “Solve the story problem.” Allow the students
ample time to solve the problem by drawing, using manipulatives, writing equations, or
responding orally.
After the student has solved the problem, ask the student to explain the strategy he or she
used to solve the problem. Say, “Tell me how you found your answer.”
Sample Problems:
The student solves real world addition and subtraction story problems within 11-19. The
student produces some evidence of a strategy (e.g., drawing, manipulatives, equation, or oral
response) and when asked can explain the strategy used, e.g.,
- George has 15 cookies. He gives some to his friends at lunch. Now he has 8 cookies
left. How many cookies did George give to his friends? (change unknown, subtraction)
- Peter had some books. He gave Kim 12 books. He has 7 books left. How many books
did Peter have to start with? (start unknown)
- Jamal made 17 pancakes for his family. Jamal’s family ate 6 pancakes during
breakfast. How many pancakes are left? (result known)

- There are 8 students on the playground. Then 8 more students show up. How many
students are there now? (result unknown)
- There are 9 pizzas in the cafeteria. Mrs. Samson brings more pizzas. There are now
18 pizzas. How many more pizzas did Mrs. Samson bring? (change unknown)
If student solves addition and subtraction problems and explains the strategy used with at
least 80% accuracy, student is partially matched to the Exceeding stage of the progression.

ADSU-10
Learning - Responds immediately and accurately, verbally or in writing, to

Target(s): addition and subtraction problems within 10.
Exceeding
- Addition and subtraction expressions within 10 (e.g., 5 addition and 5 subtraction
expressions within 6 - 10). These could be printed on paper or presented digitally.
Have writing tools and paper available for the student to respond. Explain the activity to the
student.
Say, “I am going to show you addition and subtraction problems. Tell me the answer to
each problem out loud. You can also write your answers.” Show and read aloud each
problem to the student and observe how long it takes them to say (or write) the answer.
Sample Problems:
Student Student
# Addition # Subtraction
Response Response
1 4+5 6 9-3
2 7+3 7 10 - 5
3 8+1 8 7-4
4 6+2 9 8-2
5 1+9 10 6-1
If the student responds verbally or in writing to determine the correct sum or difference within
3-5 seconds without resorting to counting strategies with at least 80% accuracy, student is
partially matched to the Exceeding stage of the progression. The student may write his or her
answer.

ADSU-11
Learning - Recognize “a ten” as a bundle of ten ones, numbers from 11 to 19

Target(s): as one ten and some leftover ones, and decade numbers 10 to 90
as a group of tens with no leftover ones.
Exceeding
Part A:
- Number cards 11 to 19
- 20 objects (e.g., counters, unifix cubes, counting bears, or other small counting objects)
- Ten-frame
Part B:
- Cards of decade numbers 10 to 90
- Unifix cubes or place value (base 10) rods
objects used.
Part A:
Have ten frame and 20 objects available on the table for the student to use. Explain the task
to the student. Say, “Today, we are going to look at numbers and how they make tens
and ones. Demonstrate an example to the student to ensure he or she understands the
directions. Show a number card 11 to 19. Say, “How many groups of ten are in the
number __? How many ones are in the number __?” Show the student how to use the
objects to help make a ten and some leftover ones. Say, “You may use these objects to
help you make __.” Show the student by grouping ten objects and the leftover ones. Ask the
student, “Which one of these [point to the groups] is a ten?” Student should recognize “a
ten” as the bundle of ten ones.
Ensure the student understands the directions. Show the student number card, 12. Ask the
student, “How many groups of ten are in the number 12? How many ones are in the
number 12?”
The student should explain, “The number 12 has 1 ten and 2 ones.” The student can also
show a bundle of ten ones with two leftover ones. Repeat this process with a range of several
other numbers between 11 and 19.

Sample Problems:
☐ 12
☐ 14
☐ 17
☐ 19
☐ 13
If the student recognizes “a ten” as the bundle of ten ones, and recognizes numbers from 11
to 19 as one ten and some leftover ones with at least 80% accuracy, student is partially
matched to the Exceeding stage of the progression.
Part B:
Have unifix cubes or place value (base 10) rods available on the table for the student to use.
Explain the task to the student. Say, “Today, we are going to look at numbers and how
they make tens and ones.” Demonstrate an example to the student to ensure he or she
understands the directions. Show a decade number card 10 to 90. Say, “How many groups
of ten are in the number __? How many ones are in the number __?” Show the student
how to use the objects to help make a ten and some leftover ones. Say, “You may use these
objects to help you make __.” Show the student by using ten rods and no leftover ones.
Ensure the student understands the directions. Show the student number card, 20. Ask the
student, “How many groups of ten are in the number 20? How many ones are in the
number 20?”
The student should explain, “The number 20 has 2 tens and no leftover ones.” The student
can also show two bundles of ten ones or two ten rods. Repeat this process with a range of
several other decade numbers between 10 and 90.
Sample Problems:
☐ 20
☐ 40
☐ 80
☐ 50
☐ 90
If the student recognizes decade numbers 10 to 90 as a group of tens with no leftover ones
with at least 80% accuracy, student is partially matched to the Exceeding stage of the
progression.

PROGRESSIONS: SCIENCE

LEARNING PROGRESSION: EARTH MATERIALS
Science
Big Idea: A kindergarten student will demonstrate an understanding of basic concepts related to earth and space
science.
Progression: Earth Materials
Student identifies earth Student identifies Student constructs an Student uses tools to Student represents
materials: soil, rocks, physical attributes of argument supported by observe and record physical attributes of
water, and air. rocks: size, weight, evidence for how rocks physical attributes of soil rocks and soil in a
texture, and color such as texture and color.
can be grouped by diagram, chart, or table
physical attributes. to answer questions
about earth materials.
SKE2.a SKE2.a SKE2.a SKE2.a SKE2.a

SKE2.b SKE2.b SKE2.b SKE2.c
SKE2.c

LEARNING PROGRESSION: SPACE SCIENCE
Science
Big Idea: A kindergarten student will demonstrate an understanding of basic concepts related to earth and space
science.
Progression: Space Science
Student identifies day Student identifies the Student describes the Student develops a model Student uses data
and night, light and sun, moon and stars. sun, moon, and stars to explain the changes collected from
dark. and can illustrate the sky that occur in the sky questioning and
during the day, as day
during day and night. investigations to
turns into night, during the
night, and as night turns examine and explain
Student classifies the into day. changes in night and
sun, moon, and stars day over time.
according to those seen
in the day sky, the night
sky, or both.
SKE1.a SKE1.a SKE2.a SKE1.a SKE1.a

SKE1.b

LEARNING PROGRESSION: PHYSICAL ATTRIBUTES
Science
Big Idea: A kindergarten student will demonstrate an understanding of basic physical science concepts.
Progression: Physical Attributes
Student uses senses Student uses senses to Student groups Student is able to ask Student explains how
and tools to explore explore and identify common objects questions to sort, the make-up and/or
common objects. different materials that according to their make- compare and contrast, physical attributes of
common objects are up and/or physical common objects
or classify common
made of (clay, cloth, attributes and predicts if contributes to their
plastic, wood, paper, they will sink or float. objects according to observations in an
and metal) and their their make-up and investigation of whether
physical attributes physical attributes and these objects sink or
(color, size, shape, conducts an float.
weight, and texture). investigation to observe
whether they sink or
float.
SKP1.b SKP1.a SKP1.a SKP1.a SKP1.a

SKP1.b SKP1.b SKP1.b SKP1.b
SKP1.c SKP1.c SKP1.c

LEARNING PROGRESSION: MOTION
Science
Big Idea: A kindergarten student will demonstrate an understanding of basic physical science concepts.
Progression: Motion
Student uses senses Student describes the Student conducts an Student uses Student designs and
and tools to explore physical attributes of investigation and observations to creates an object to
common objects and common objects and observes the construct an argument carry out a specified
their relative motion. their relative motion: relationship between an as to the best way to motion.
straight, circular, back object’s physical move an object based
and forth, fast and slow, attributes and its on its physical attributes.
and motionless. resulting motion when
force is applied.
SKP2.a SKP2.a SKP2.a SKP2.a SKP2.a
SKP2.b SKP2.b

LEARNING PROGRESSION: ORGANISMS AND NON-LIVING ORGANISMS
Science
Big Idea: A kindergarten student will demonstrate an understanding of how to group living and non-living things.
Progression: Organisms and Non-Living Objects
Student identifies living Student describes the Student compares and Student develops a Student asks questions,
organisms and non- attributes of plants, contrasts attributes of model to group plants, observes, and
living objects. animals, and non-living plants, animals, and animals, and non-living describes how the
objects. non-living objects and objects into groups common attributes of a
groups them based on according to their group of organisms
these attributes. attributes and constructs help them to meet their
Student asks questions an argument to support needs for survival.
to observe and identify each grouping.
the similarities and
differences of offspring
to their parents and
other members of the
same species.
SKL1.a SKL1.a SKL1.a SKL1.a SKL2.C
SKL2.a SKL1.b SKL1.b S1L1
SKL2.b SKL2.a SKL2.a
SKL2.b SKL2.b
SKL2.c

PROGRESSIONS: SOCIAL STUDIES

LEARNING PROGRESSION: HISTORICAL UNDERSTANDINGS
Social Studies
Big Idea: A kindergarten student will demonstrate an understanding of basic historical concepts.
Progression: Historical Understandings
Student identifies some Student identifies most Student identifies all Student describes the Student compares and
(at least 3 of each) (6 or more of each) national holidays and people and/or events contrasts the meaning
national holidays and national holidays and symbols. celebrated on national and symbols of
symbols. symbols. holidays and associates American holidays
American symbols with chronologically.
historical figures.
Student often requires Student occasionally Student rarely requires

support and guidance Student sometimes requires support and support and guidance to Student consistently and
to correctly use words requires support and guidance to correctly correctly use words and correctly uses words
and phrases related to guidance to correctly use words and phrases phrases related to and phrases related to
chronology and time. use words and phrases related to chronology chronology and time chronology and time.
related to chronology and time. correctly.
and time.
SSKH1 SSKH2 SSKH1 SSKH1 SSKH1

SSKH3 SSKH2 SSKH2 SSKH2
SSKH3 SSKH3 SSKH3
SSKG1 SSKG1

LEARNING PROGRESSION: GEOGRAPHIC UNDERSTANDINGS
Social Studies
Big Idea: A kindergarten student will demonstrate an understanding of basic concepts of geography.
Progression: Geographic Understandings
Student identifies a map Student identifies land Student explains the Student describes in Student identifies a
and a globe. and water on a map and difference between a detail how maps and compass rose and the
globe. map and a globe. globes show features cardinal directions,
smaller than they actually North, South, East, and
are. West.
Student states the Student states the city in
country in which he/she Student names the state which he/she lives. Student names the street Student states the street
lives. in which he/she lives. on which he/she lives. address, city, state, and
country in which he/she
lives.
SSKG2 SSKG2a SSKG2a SSKG2a SSKG2b

SSKG2b SSKG2b SSKG2b SSKG2c
SSKG2c

LEARNING PROGRESSION: CIVIC UNDERSTANDINGS
Social Studies
Big Idea: A kindergarten student will demonstrate an understanding of good citizenship.
Progression: Civic Understandings
Student identifies Student explains why and Student explains how and Student states examples of Student describes examples
classroom rules. how rules are made. why following rules makes positive character traits of positive character traits
you a good citizen. exhibited by good citizens exhibited by good citizens
such as honesty, patriotism, such as honesty, patriotism,
courtesy, respect, pride, courtesy, respect, pride, and
and self-control. self-control and explains how
these are reflected by
following rules.
SSKCG1a SSKCG1a SSKCG1a SSKCG1a SSKCG1a

SSKCG1b SSKCG1b SSKCG1b
SSKCG2 SSKCG2

LEARNING PROGRESSION: ECONOMIC UNDERSTANDINGS
Social Studies
Big Idea: A kindergarten student will demonstrate an understanding of basic economic concepts.
Progression: Economic Understandings
Student describes the Student explains that Student distinguishes Student describes how Student explains that people
work people do. people earn income by between goods and money is used to must make choices in what
working. services. purchase goods and they do and how they spend
services. their money.
Student identifies that
U.S. coins and dollar
bills (paper money) are
used as currency.
SSKE1 SSKE2 SSKE1 SSKE1 SSKE4

SSKE2 SSKE2
SSKE3a SSKE3a
SSKE3b SSKE3b
SSKE4

PROGRESSIONS: NON-ACADEMIC DOMAINS

LEARNING PROGRESSION: CURIOSITY AND INITIATIVE
Big Idea: The student demonstrates behaviors used to acquire new knowledge and skills and engage in the learning process.
Progression: Curiosity and Initiative
Beginning Developing Demonstrating
Asks Questions Asks Questions Asks Questions
The student rarely asks questions to The student sometimes asks questions that The student frequently asks questions that
understand tasks or activities. support his need to complete a task. The further her progress in completing an
questions are not always purposeful, but activity. She may help other children
there is increasing evidence that he is understand the task through her own
gaining skills in asking questions to help questioning.
facilitate his work.
Self-selects activities and topics
The student rarely initiates engagement in an Self-selects activities and topics Self-selects activities and topics
activity without the explicit guidance of an adult The student can self-select some activities The student self-selects activities with little
or more capable peer and does not display and tends to focus mostly on repeating the adult support. He demonstrates variability
variability in activities in which he engages. same activities over time. She may exhibit in activities and topics in which to engage.
some discomfort when presented with
options for activities to select.
Seeks help when needed
When she struggles, the student does not Seeks help when needed Seeks help when needed
seek help from an adult or a more capable The student is working toward positively The student self-selects activities with little
peer. seeking help, but occasionally loses focus adult support and demonstrates variability
and fails to communicate with those who in activities and topics chosen for
can support him. engagement.

LEARNING PROGRESSION: CREATIVITY AND PROBLEM SOLVING
Progression: Creativity and Problem Solving
Shows Creativity by Appropriately Using Shows Creativity by Appropriately Using Shows Creativity by Appropriately
Materials in Unique Ways Materials in Unique Ways Using Materials in Unique Ways
The student rarely uses materials to create a The student varies between copying a The student can model a teacher-created
replica of a teacher-made or peer-made teacher-made product and creating his own project and create a product that
project or creates the same project again and product. More often, he chooses to copy demonstrates creativity. She shows care
again. rather than create an original product. He and concern for the proper use of personal
often uses materials in appropriate, yet non- and classroom materials.
typical ways.
Displays imagination in storytelling, Displays imagination in storytelling, Displays imagination in storytelling,

writing, drawing, play, songs, etc. writing, drawing, play, songs, etc. writing, drawing, play, songs, etc.
The student frequently copies that which The student makes a consistent effort at The student includes imaginative elements
others do or a teacher-made model. He may imaginative activities but may struggle in in work. He positively responds to
demonstrate some frustration when asked to fully completing the task. She may be too successive attempts to exhibit creativity
tell a story, write, draw, or sing. In dramatic caught up in the detail and lack insight into through trial and error. He may also offer
play, he may only want to play the same the larger activity. suggestions for imaginative solutions to
activity and resists engaging in the activities tasks.
with peers.
Uses a variety of problem-solving Uses a variety of problem-solving Uses a variety of problem-solving

strategies strategies strategies
The student frequently responds to solving a The student attempts a number of ways to The student attempts many ways to solve
problem in a way that has only been solve a problem but occasionally relies on a problem and rarely demonstrates visible
suggested by an adult. She may demonstrate the teacher or a more capable peer to tell frustration. She can verbally describe the
frustration and fail to complete an activity him how to solve the problem. The student ways in which she solved the problem and
because she cannot think of a way to solve the may exhibit some frustration but will persist may help support her peers in their
problem. The student may react negatively for a while at a problem before giving up. problem-solving.
when a peer or an adult suggests a way to
solve a problem.

LEARNING PROGRESSION: ATTENTION, ENGAGEMENT, AND PERSISTENCE
Progression: Attention, Engagement, and Persistence
Pays Attention Pays Attention Pays Attention
The student frequently has difficulty attending The student sometimes pays attention to the The student consistently pays attention to
to the teacher or other speakers during class teacher or other speakers during classroom the teacher or other speakers during class
discussions, may be easily distracted or may discussions. She may occasionally appear discussions. He pays specific attention to
often need to be redirected. distracted or require redirection, but what is asked of him and may help others
generally focuses on the teacher or other refocus their attention and complete a
Demonstrates increasing task persistence speakers. task.
The student can rarely persist at a task for an
age-appropriate duration. She may Demonstrates increasing task Demonstrates increasing task
demonstrate visible frustration often, giving up persistence persistence
very early when attempting a task that she The student can persist at a task for most The student demonstrates engagement in
does not understand or perceives as too activities requested of him. He may still tasks regardless of task content or
difficult. She may also refuse to engage in a need support of an adult or a more capable complexity.
task. peer to persist at a task. Choice of
persistence may be tied to specific Displays motivation/enthusiasm for
Displays motivation/enthusiasm for activities. learning
learning The student demonstrates motivation and
The student demonstrates little to no Displays motivation/enthusiasm for enthusiasm for learning. He may
motivation or enthusiasm for learning. He may learning encourage peers to engage in activities.
refuse to participate or verbally make The student sometimes shows motivation or He may seek out additional experiences to
statements about his lack of interest in the enthusiasm for learning. She may exhibit continue learning.
topic or task. specific motivation or enthusiasm for a given
content area and less for others. She will
Works Independently complete tasks but not enthusiastically Works Independently
The student cannot work without the direct across all assigned tasks. The student can work independently and
supervision of adults. She may refuse to self-monitor to stay on task. She may help
engage in an activity. If the student can work Works Independently redirect others who interrupt her. She
somewhat by herself, she does not use The student requires some monitoring from demonstrates this independence across
materials properly or is off task. an adult during independent work. tasks in the classroom.

LEARNING PROGRESSION: PERSONAL DEVELOPMENT AND SELF-REGULATION

Big Idea: The student demonstrates skills and behaviors used for self-regulation and interactions with others.
Progression: Personal Development and Self-Regulation
Demonstrates self-confidence/positive attitude Demonstrates self-confidence/positive Demonstrates self-confidence/positive attitude
The student frequently displays a lack of self- attitude The student demonstrates confidence in his
confidence (i.e., learned helplessness). He The student sometimes displays a positive abilities. He displays a positive attitude toward
may display a negative attitude that is not attitude and increasing confidence in her tasks that may be difficult and may use his own
intermittent such as “having a bad day”, and ability. Occasionally, she displays some ability to help other children in his class. The
exhibit behaviors such as opposition or using behaviors like learned helplessness or states student encourages other children in their
language that suggests negative attitudes that she cannot perform a task. completion of tasks and activities.
toward an activity or others.
Adjusts well to changes in routines and Adjusts well to changes in routines and Adjusts well to changes in routines and
environments environments environments
The student has negative reactions to change The student sometimes adjusts well to The student rarely displays negativity or lack of
in routine or environment. She may exhibit changes in the environment or routines. He cooperation when the routine or environment
behaviors such as withdrawal from the activity, may take additional time to complete an changes. She may offer suggestions for how to
crying, exhibiting defiant behaviors, or refusal activity or engage with a person unfamiliar in change an activity or encourage others to
to cooperate. the environment, but eventually completes a participate. The student demonstrates a
given task or engages with others. maturity to new people or to the changing
situation.
Expresses emotions and needs through Expresses emotions and needs through Expresses emotions and needs through
appropriate words and actions appropriate words and actions appropriate words and actions
The student uses language that is immature or The student occasionally demonstrates The child demonstrates age appropriate
inappropriate for the situation. He may throw a inappropriate emotions or refuses to behaviors with adults and other children. He
temper tantrum, refuse to cooperate, cry, or participate in an activity. She may uses self-regulation or reflective strategies to
refuse to participate with other children. He demonstrate emotions that are slightly redirect himself or problem solve.
exhibits behaviors that are not appropriate for immature for a kindergarten child.
four, five, and six-year-old children.

LEARNING PROGRESSION: SOCIAL DEVELOPMENT/CLASSROOM INTERACTIONS

Big Idea: The student demonstrates skills and behaviors used for self-regulation and interactions with others.
Progression: Social Development/Classroom Interactions
Treats others with respect in words and actions Treats others with respect in words and Treats others with respect in words and actions
The student may use inappropriate language or actions The student listens to the ideas of others and
be physically aggressive toward children and The student occasionally demonstrates negotiates the best course of action. He uses
adults. She does not listen to or accept the ideas stubbornness and disagrees with others language that supports peers and adults.
of others. without consideration of their ideas.
Shows caring for others
Shows caring for others Shows caring for others The student demonstrates empathy when others are
The student’s individual needs are paramount in The student occasionally needs to have sad, mad, or hurt. He shares materials, opens doors
all situations. He does not share and may use her own needs met before helping for others, and helps others with or without requests
physical aggression to meet his or her own needs. others. She demonstrates some for assistance.
The student shows limited emotion when others egocentrism in her actions.
are sad, mad, or hurt. Follows directions and school rules
Follows directions and school rules The student follows school rules, asks for clarification,
Follows directions and school rules The student occasionally breaks school or seeks help to comply with rules or directions. She
The student demonstrates consistent disregard for rules or periodically fails to follow may help others understand rules or follow directions.
rules. She may place herself or others in danger directions.
as a result of not following school rules. She Respects the property of others
infringes on the rights of peers or adults. Respects the property of others The student asks for permission for use of materials
The student occasionally uses materials and supplies. He shows deliberate consideration for
Respects the property of others or supplies without permission. the property of others (e.g., returns scissors of a peer
The student demonstrates consistent disregard for that are left on a table, etc.).
the property of others. He may break supplies or
equipment or destroy property. Works cooperatively with others Works cooperatively with others
The student occasionally prefers to The student works well with others regardless of the
work with some children but not with composition of the group. She supports the
Works cooperatively with others others. He may intermittently work contributions of other children, asks the opinion or
The student refuses to cooperate with adults or cooperatively in an activity or in a small needs of others, and demonstrates initiative in
peers in the classroom. or large group setting. facilitating group activities.

LEARNING PROGRESSION: FINE MOTOR SKILLS
Motor Skills
Big Idea: The student demonstrates age-appropriate fine and gross motor skills.
Progression: Fine Motor Skills
The student rarely demonstrates fine motor The student sometimes demonstrates fine The student demonstrates fine motor
development that is expected of a typically motor development that is expected of a development that is expected of a typically
developing kindergarten student. She often is typically developing kindergarten student. He developing kindergarten student. She is able to
unable to perform tasks such as: is sometimes able to perform tasks such as: independently perform tasks such as:
• copying letters and numbers, • copying letters and numbers, • copying letters, numbers and
• putting together simple puzzles, • putting together simple puzzles, words,
• manipulating blocks, • manipulating blocks, • putting together puzzles,
• cutting on straight lines, • cutting on straight lines, • manipulating blocks,
• using eating utensils, and • using eating utensils, and • cutting on straight lines,
• closing fasteners such as snaps, • closing fasteners such as snaps, • using eating utensils, and
buttons, and zippers, even with buttons, and zippers, with • closing fasteners such as snaps,
adult support. increased independence and buttons, and zippers, with
complexity. independence and complexity.
She may demonstrate frustration when asked He rarely demonstrates frustration when She does not demonstrate frustration when
to complete tasks involving fine motor skills. asked to complete tasks involving fine motor asked to complete tasks involving fine motor
skills. skills.

LEARNING PROGRESSION: GROSS MOTOR SKILLS
Motor Skills
Big Idea: The student demonstrates age-appropriate fine and gross motor skills.
Progression: Gross Motor Skills
The student rarely demonstrates gross motor The student sometimes demonstrates gross The student demonstrates gross motor
development that is expected of a typically motor development that is expected of a development that is expected of a typically
developing kindergarten student. He is unable typically developing kindergarten student. developing kindergarten student. He is able to:
to: She is sometimes able to: • hop, skip, jump, gallop,
• hop, skip, jump, gallop, • hop, skip, jump, gallop, • catch or throw a ball, or
• catch or throw a ball, or • catch or throw a ball, or • cross the mid-line with
• cross the mid-line. • cross the mid-line with increased independence and complexity.
independence and complexity.
He rarely demonstrates frustration when asked
He may demonstrate frustration when asked She sometimes demonstrates frustration to complete tasks involving gross motor skills.
to complete tasks involving gross motor skills.
when asked to complete tasks involving gross
motor skills.


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Georgia Kindergarten

Georgia Department of Education 1 August 2019

INTRODUCTION TO GKIDS 2.0 ..................................................................................... 4

Georgia Department of Education 2 August 2019

Georgia Department of Education 3 August 2019

The Georgia Kindergarten Inventory of Developing Skills (GKIDS) 2.0 is a performance-

The primary purpose of GKIDS 2.0 is to provide a progression-based formative

• English language arts

Georgia Department of Education 4 August 2019

Progression-Based Performance Tasks

Performance tasks are intended to be administered in the beginning of the year to

Georgia Department of Education 5 August 2019

The Georgia Department of Education has a long-standing history of including

In January and February of 2017, a representative group of Georgia educators

Georgia Department of Education 6 August 2019

English language arts

• A kindergarten student will understand the relationship between letters and

• A kindergarten student will model real world problems by composing 2- and 3-

Georgia Department of Education 7 August 2019

• A kindergarten student will demonstrate an understanding of basic concepts

• A kindergarten student will demonstrate an understanding of basic historical

Personal and Social Development

Georgia Department of Education 8 August 2019

• The student demonstrates age-appropriate fine and gross motor skills.

Progressions for the non-academic domains including Approaches to Learning,

Georgia Department of Education 9 August 2019

The performance tasks include process clarifications, suggested materials where

Georgia Department of Education 10 August 2019

• Center Time and Work Stations

Georgia Department of Education 11 August 2019

A user’s guide is provided as a separate document and includes detailed instructions

Administering GKIDS 2.0

Collection and organization of any suggested materials is also recommended.

Remember, the purpose of GKIDS 2.0 is to provide formative feedback as students

Georgia Department of Education 12 August 2019

Where applicable, GKIDS Readiness Check activities will be included.

English Language Arts Activity 2

Scoring Note: If a student, for example, names

Georgia Department of Education 13 August 2019

Optional Materials: Teachers may either use

Student copy for administration: A worksheet

Georgia Department of Education 14 August 2019

Contact Personnel for GKIDS 2.0

Website Address for the GKIDS 2.0 Data Entry Platform

GKIDS 2.0 Reminders for 2019-2020 School Year

Testing Windows and Reporting Deadlines

Georgia Department of Education 15 August 2019

Georgia Department of Education 16 August 2019

Georgia Department of Education 17 August 2019

English Language Arts

Georgia Department of Education 18 August 2019

Georgia Department of Education 19 August 2019

Learning - Student listens and differentiates between phonemic sounds

Georgia Department of Education 20 August 2019

Georgia Department of Education 21 August 2019

Georgia Department of Education 22 August 2019

Learning - Student identifies rhymes. (ELAGSEKRF2.a)

- Target words for identifying rhymes

Performance Task Activity:

Georgia Department of Education 23 August 2019

Learning - Student produces rhymes. (ELAGSEKRF2.a)

Georgia Department of Education 24 August 2019

Georgia Department of Education 25 August 2019