# Common Core State Standards for Kindergarten: Number and Operations in Base Ten

### Work with numbers 11-19 to gain foundations for place value.

Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

# Common Core State Standards for Kindergarten: Geometry

### Identify and describe shapes.

CCSS.Math.Content.K.G.A.1

Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

CCSS.Math.Content.K.G.A.2

Correctly name shapes regardless of their orientations or overall size.

CCSS.Math.Content.K.G.A.3

Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

### Analyze, compare, create, and compose shapes.

CCSS.Math.Content.K.G.B.4

Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

CCSS.Math.Content.K.G.B.5

Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

CCSS.Math.Content.K.G.B.6

Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

# Common Core State Standards for Kindergarten: Measurement and Data

### Describe and compare measurable attributes.

Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

### Classify objects and count the number of objects in each category.

Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1
1 Limit category counts to be less than or equal to 10.

# Nature: An Excellent Vocabulary Lesson

Nature is the best vocabulary lesson.  Children of all ages love walking in natural environments and discovering. A child can spend the day collecting objects and learning to spell or write their names.  Grow grass in the shape of letters to spell a name. There is no end to the joy of discovering and naming. Take a deep breath and explore. It is as easy as one, two, three:  one butterfly, two bees, three birds.

You might try these  Disney Nature DVDs. They are wonderfully designed with clear narration that includes both easy and difficult words.  Not only are these great listening comprehension exercises for #ELLs, they are also perfect for vocabulary building.  Try pre-teaching the words in a segment so your students know what to listen for when you show that segment.  You might spend a week talking about birds and bees using other support material. Another week you might combine a geography lesson as you teach about Big Cats in Africa.  We give these DVDs a 5 Stars.

Nature: An Excellent Vocabulary Lesson

Nature: An Excellent Vocabulary Lesson

# Five Strategies to Help Beginning ELLs Meet the Common Core State Standards

Here are a few helpful ideas for Listening and Speaking.

http://www.eyeoneducation.com/bookstore/client/client_pages/pdfs/White%20Papers/Boyd-Batstone_ELLs.pdf

This is the key reference for Kindergarten students:

Grades K–2 Listening and Speaking Standard #2b

• Kindergarten: Understand and follow one- and two-step oral directions.

Applicable strategies: Use “caretaker” speech to provide clear and comprehensible directions. Also use Total
Physical Response to model and participate in putting commands into action. As students become more fluent,
they are able to give and restate directions and TPR commands to partners and groups of peers.

Five Strategies to Help Beginning ELLs