New York Standards Alignment 2011 New York State P-12 Common Core Learning Standards, produced by the State Department of Education ELA: Kindergarten through Grade 3 English Language Arts and Literacy in History/Social Studies Math: Prekindergarten through Grade 1

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P.O. Box 8036 • Wisconsin Rapids, WI 54495-8036 Phone: (800) 338-4204 • Fax: (715) 424-4242 www.renlearn.com

New York Standards Alignment

Standards List with Aligned Product Skills

The Standards List with Aligned Product Skills Report is a standards-oriented document showing the entire list of standards for the subject, discipline, and grade and the product skills aligned to those standards. This alignment report shows the breadth of standards coverage for the purpose and focus of this product.

Note to Educator ...... iii ELA: Kindergarten English Language Arts and Literacy in History/Social Studies ...... 1 ELA: Grade 1 English Language Arts and Literacy in History/Social Studies ...... 5 ELA: Grade 2 English Language Arts and Literacy in History/Social Studies ...... 9 ELA: Grade 3 English Language Arts and Literacy in History/Social Studies ...... 12 Math: Prekindergarten ...... 14 Math: Kindergarten ...... 15 Math: Grade 1 ...... 16

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P.O. Box 8036 Wisconsin Rapids, WI 54495-8036 Phone: (800) 338-4204 Fax: (715) 424-4242 www.renlearn.com

Note to Educator:

Thank you for your interest in Renaissance Learning technology. At Renaissance Learning, we recognize the impact that standards and assessment reform have on schools. We share the concerns of educators and administrators that students perform well and that teachers have the resources they need to support their efforts to address standards and assessments.

Renaissance Learning provides alignment reports to customers to show how the skills within each product align to the skills within academic standards. The alignment report presents all of the academic reading standards for a specific state/agency with the aligned Renaissance Learning product skills indented below each standard.

Academic standards encompass the entire set of learning and expectations that teachers are responsible for. Renaissance Learning recognizes that teachers are the key to using

iii products to address the entire set of standards. Renaissance Learning products are ideally suited to support teachers and academic standards. The Renaissance Learning alignment report supports teachers in this role by clearly identifying specific product skills that are aligned to the multiple skills within the standards.

On the alignment report you will see the word “Focus” next to some of the skills. Focus skills are the most critical reading skills for a student to learn at a grade level. They are key building blocks in a student’s reading education. Students need to have proficiency with focus skills to be successful in reading at their grade levels and to progress in the grades that follow. Focus skills are indicated on Renaissance Learning’s research-based and empirically validated Core Progress reading learning progression. Core Progress Reading identifies the continuum of concepts and skills needed for success in reading. The continuum begins with early literacy and progresses to the level of reading ability required for college and careers. Alignments for STAR Early Literacy include alignments to the Common Core State Standards (CCSS) Reading Standards Foundational Skills, Literature, and Informational Text standards. STAR Early Literacy also assesses early numeracy. Alignments for these skills are between the CCSS Mathematics Standards and Core Progress Math, Renaissance Learning’s research-based and empirically validated math learning progression.

In the alignment report, you will notice that most skills have a grade-level indicator at the end of the text. In addition to these grade-level skills, the report includes skills that are not grade specific and do not have a grade-level indicator. These skills are designated Overall Product Skills. They are skills that all students gain through use of the product.

We hope this report answers your questions regarding the alignment of Renaissance Learning technology and materials to standards. The complete alignment strategy document is available. The English Language Arts document is number R41078. If you have any questions about the alignment report, please feel free to call us at (800) 338-4204.

Sincerely,

Renaissance Learning

iv STAR Early Literacy Enterprise 1HZ

ELA: Kindergarten English Language Arts and Literacy in History/Social Studies NY R - Reading

NY RF - Foundational Skills

Print Concepts

NY RF.K.1 - Demonstrate understanding of the organization and basic features of print.

NY RF.K.1.a - Follow words from left to right, top to bottom, and page by page. Overall Product Skills Develop concepts of print

NY RF.K.1.b - Recognize that spoken words are represented in written language by specific sequences of letters. Word Knowledge and Skills Understand that words are specific sequences of letters that carry Focus Skill meaning (e.g., identify which is a word, not a letter from choices d, n, and; identify which is a letter, not a word from choices this, b, fox) [Kindergarten] Overall Product Skills Develop concepts of print

NY RF.K.1.c - Understand that words are separated by spaces in print. Word Knowledge and Skills Know that spaces separate words (e.g., recognize the difference between Thecatsleeps. and The cat sleeps.) [Kindergarten] Overall Product Skills Develop concepts of print

NY RF.K.1.d - Recognize and name all upper- and lowercase letters of the alphabet. Word Knowledge and Skills Recognize the letters of the alphabet (e.g., Which of these is the Focus Skill letter a? Pick the letter a from s, a, o.) [Pre-Kindergarten] Distinguish between the shapes of different letters (e.g., pick the letter that is different in S, S, C; pick the letter that is different in E, f, f ) [Pre-Kindergarten] Know all the letters of the alphabet and recognize their lower- and uppercase forms (e.g., Pick another way to write the letter G from q, g, j.) [Kindergarten] Overall Product Skills Develop concepts of print

Phonological Awareness

NY RF.K.2 - Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

NY RF.K.2.a - Recognize and produce rhyming words. Word Knowledge and Skills Understand and identify rhyming sounds (e.g., The sound is /arn/. Focus Skill Look at pictures of a heart, a card, and a barn. Pick the picture that has the /arn/ sound.) [Pre-Kindergarten] 6/22/2012 - 1 of 16 - STAR Early Literacy Enterprise 1HZ

Use knowledge of rhyme to distinguish between rhyming and Focus Skill nonrhyming words in spoken language (e.g., The sound is /en/. Pick the picture of the word that has the /en/ sound from pictures of a fan, a pen, and a bun.) [Kindergarten]

NY RF.K.2.b - Count, pronounce, blend, and segment syllables in spoken words. Word Knowledge and Skills Identify 2- and 3-syllable patterns in spoken words by blending, Focus Skill counting, and segmenting syllables (e.g., tar-get makes the word target) [Kindergarten] Identify single-syllable words by blending and segmenting consonant blends, long vowel digraphs, and other phonemes (e.g., /th/ /r/ /ee/ makes the word three) [Grade 1]

NY RF.K.2.c - Blend and segment onsets and rimes of single-syllable spoken words. Word Knowledge and Skills Understand that blending phonemes produces words (e.g., blend the sounds sh- and -ip and choose the word's picture from a ship, a shower, and a lip) and that the sounds in words can be segmented [Kindergarten] Identify VC or CVC words by blending phonemes including consonant blends (e.g., Listen carefully to what I say: sh-oe. Pick the picture whose name I say: /sh/ /oo/.) [Kindergarten] Identify single-syllable words by blending and segmenting consonant blends, long vowel digraphs, and other phonemes (e.g., /th/ /r/ /ee/ makes the word three) [Grade 1]

NY RF.K.2.d - Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) Word Knowledge and Skills Identify VC or CVC words by blending phonemes including consonant blends (e.g., Listen carefully to what I say: sh-oe. Pick the picture whose name I say: /sh/ /oo/.) [Kindergarten] Decode CVC words (e.g., cat, get, mom) [Kindergarten] Focus Skill

NY RF.K.2.e - Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Word Knowledge and Skills Add or substitute initial or final phonemes in order to produce Focus Skill new words in spoken language (e.g., change the /k/ in cat to /h/ to make hat; change the /g/ in bug to /s/ to make bus) [Kindergarten] Add or substitute initial, final, or medial vowel phonemes in order Focus Skill to produce new words in spoken language (e.g., change /a/ in pan to /e/ to make pen; change /a/ in race to /i/ to make rice) [Grade 1]

6/22/2012 - 2 of 16 - STAR Early Literacy Enterprise 1HZ

Understand that changing or adding a letter changes a word (e.g., pick which word is made from -at when reading the words rat, rap, and run; pick which word is made when adding r to band when reading the words brand, bread, and bring; pick which word is made when adding t to the end of star when reading the words spark, start, and tears) [Grade 1]

Phonics and Word Recognition

NY RF.K.3 - Know and apply grade-level phonics and word analysis skills in decoding words.

NY RF.K.3.a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. Word Knowledge and Skills Decode CVC words (e.g., cat, get, mom) [Kindergarten] Focus Skill Decode grade-appropriate words (e.g., The word is last. Last means the opposite of first. Pick the word last from last list lost.) [Grade 1] Overall Product Skills Develop concepts of print

NY RF.K.3.b - Associate the long and short sounds with common spellings (graphemes) for the five major vowels. Word Knowledge and Skills Decode single-syllable words and identify long vowel sounds Focus Skill with common spellings (graphemes) in order to decode single- syllable words (e.g., Read the words feel, let, and end. Feel has the same middle vowel sound as meat.) [Grade 1] Decode words by identifying the correctly spelled CVCe pattern in a word from a spoken sentence (e.g., Read the words bakee, baike, and bake and recognize that bake is the correct spelling in the following: I like to bake bread.) [Grade 1] Decode words by identifying the correctly spelled CV pattern in a word from a spoken sentence (e.g., Read the words bie, bey, and be and recognize that be is the correct spelling in the sentence, Liz is going to be late.) [Grade 1]

NY RF.K.3.c - Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Word Knowledge and Skills Read grade-appropriate high-frequency (e.g., Dolch, Fry) words Focus Skill by sight [Kindergarten]

NY RF.K.3.d - Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Word Knowledge and Skills Read single-syllable words and distinguish between short vowel sounds (e.g., read the words dip, cat, and nap; dip has a different middle vowel sound than hat) [Grade 1]

6/22/2012 - 3 of 16 - STAR Early Literacy Enterprise 1HZ

Fluency

NY RF.K.4 - Read emergent-reader texts with purpose and understanding. Overall Product Skills Develop and build fluency Develop and build literacy Read complex text Read a variety of genres Read literature-based text Read informational text

6/22/2012 - 4 of 16 - STAR Early Literacy Enterprise 1HZ

ELA: Grade 1 English Language Arts and Literacy in History/Social Studies NY R - Reading

NY RF - Foundational Skills

Print Concepts

NY RF.1.1 - Demonstrate understanding of the organization and basic features of print.

NY RF.1.1.a - Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Overall Product Skills Develop concepts of print

Phonological Awareness

NY RF.1.2 - Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

NY RF.1.2.a - Distinguish long from short vowel sounds in spoken single-syllable words. Word Knowledge and Skills Identify short vowel sounds in spoken words (e.g., the middle Focus Skill vowel sound in sit is the same as in did; rat has the same middle vowel sound as cab) [Kindergarten] Identify and distinguish medial long vowel phonemes in spoken words (e.g., plane has the same middle vowel sound as make; phone has a different middle vowel sound than seat) [Grade 1] Read single-syllable words and distinguish between short vowel sounds (e.g., read the words dip, cat, and nap; dip has a different middle vowel sound than hat) [Grade 1] Distinguish short vowel sounds from long vowel sounds in order Focus Skill to discriminate between those sounds in single-syllable words (e.g., reading the words egg, we, and key, egg has the short vowel sound) [Grade 1]

NY RF.1.2.b - Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Word Knowledge and Skills Understand that blending phonemes produces words (e.g., blend the sounds sh- and -ip and choose the word's picture from a ship, a shower, and a lip) and that the sounds in words can be segmented [Kindergarten] Identify VC or CVC words by blending phonemes including consonant blends (e.g., Listen carefully to what I say: sh-oe. Pick the picture whose name I say: /sh/ /oo/.) [Kindergarten] Identify single-syllable words by blending and segmenting consonant blends, long vowel digraphs, and other phonemes (e.g., /th/ /r/ /ee/ makes the word three) [Grade 1]

6/22/2012 - 5 of 16 - STAR Early Literacy Enterprise 1HZ

Isolate and identify initial consonant blends in spoken and written Focus Skill words (e.g., pick the word that starts with /bl/ from choices block, brew, book) [Grade 1]

NY RF.1.2.c - Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Word Knowledge and Skills Identify initial and final phonemes in spoken words (e.g., heart Focus Skill has the same beginning sound as head; boot has a different ending sound than bean) [Kindergarten] Identify short vowel sounds in spoken words (e.g., the middle Focus Skill vowel sound in sit is the same as in did; rat has the same middle vowel sound as cab) [Kindergarten] Identify short vowel sounds in order to distinguish among single- syllable words (e.g., pick the letter that makes the middle sound you hear in had) [Kindergarten] Identify and distinguish medial long vowel phonemes in spoken words (e.g., plane has the same middle vowel sound as make; phone has a different middle vowel sound than seat) [Grade 1] Recognize and distinguish individual phonemes in single-syllable Focus Skill spoken words by segmenting phonemes (e.g., the beginning, middle, and last sounds of cat are /k/ /a/ /t/) [Grade 1]

NY RF.1.2.d - Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Word Knowledge and Skills Understand that blending phonemes produces words (e.g., blend the sounds sh- and -ip and choose the word's picture from a ship, a shower, and a lip) and that the sounds in words can be segmented [Kindergarten] Identify single-syllable words by blending and segmenting consonant blends, long vowel digraphs, and other phonemes (e.g., /th/ /r/ /ee/ makes the word three) [Grade 1] Recognize and distinguish individual phonemes in single-syllable Focus Skill spoken words by segmenting phonemes (e.g., the beginning, middle, and last sounds of cat are /k/ /a/ /t/) [Grade 1]

Phonics and Word Recognition

NY RF.1.3 - Know and apply grade-level phonics and word analysis skills in decoding words.

NY RF.1.3.a - Know the spelling-sound correspondences for common consonant digraphs. Word Knowledge and Skills Recognize and identify consonant digraphs in words (e.g., pick Focus Skill the word that has -sh from choices saw, wash, have) [Grade 1]

NY RF.1.3.b - Decode regularly spelled one-syllable words. Word Knowledge and Skills Decode CVC words (e.g., cat, get, mom) [Kindergarten] Focus Skill

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Decode grade-appropriate words (e.g., The word is last. Last means the opposite of first. Pick the word last from last list lost.) [Grade 1]

NY RF.1.3.c - Know final -e and common vowel team conventions for representing long vowel sounds. Word Knowledge and Skills Decode single-syllable words and identify long vowel sounds Focus Skill with common spellings (graphemes) in order to decode single- syllable words (e.g., Read the words feel, let, and end. Feel has the same middle vowel sound as meat.) [Grade 1] Use knowledge of long vowel sounds to distinguish among single -syllable words (e.g., Read the words tail, way, and seed. Determine the word with a different middle vowel sound than stage.) [Grade 1] Decode words by identifying the correctly spelled CVCe pattern in a word from a spoken sentence (e.g., Read the words bakee, baike, and bake and recognize that bake is the correct spelling in the following: I like to bake bread.) [Grade 1] Recognize spelling patterns for long vowel digraphs (including y as a vowel), and decode associated words (e.g., The word is tail. The monkey has a long tail. Pick the word tail from the choices tail, tall, tell.) [Grade 2]

NY RF.1.3.d - Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Word Knowledge and Skills Identify 2- and 3-syllable patterns in spoken words by blending, Focus Skill counting, and segmenting syllables (e.g., tar-get makes the word target) [Kindergarten] Use knowledge of syllable patterns to decode words (e.g., read a Focus Skill word such as animal and pick how many syllables the word has) [Grade 2]

NY RF.1.3.e - Decode two-syllable words following basic patterns by breaking the words into syllables. Word Knowledge and Skills Decode grade-appropriate words (e.g., The word is last. Last means the opposite of first. Pick the word last from last list lost.) [Grade 1] Use knowledge of syllable patterns to decode words (e.g., read a Focus Skill word such as animal and pick how many syllables the word has) [Grade 2]

NY RF.1.3.f - Read words with inflectional endings. Word Knowledge and Skills Decode grade-appropriate words (e.g., The word is last. Last means the opposite of first. Pick the word last from last list lost.) [Grade 1]

6/22/2012 - 7 of 16 - STAR Early Literacy Enterprise 1HZ

NY RF.1.3.g - Recognize and read grade-appropriate irregularly spelled words. Word Knowledge and Skills Decode grade-appropriate words (e.g., The word is last. Last means the opposite of first. Pick the word last from last list lost.) [Grade 1] Use knowledge of syllable patterns to decode words (e.g., read a Focus Skill word such as animal and pick how many syllables the word has) [Grade 2]

Fluency

NY RF.1.4 - Read with sufficient accuracy and fluency to support comprehension.

NY RF.1.4.a - Read grade-level text with purpose and understanding. Overall Product Skills Develop and build fluency Develop and build literacy Read a variety of genres Read literature-based text Read informational text

NY RF.1.4.b - Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Overall Product Skills Read literature-based text Read informational text

NY RF.1.4.c - Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Overall Product Skills Apply comprehension strategies

6/22/2012 - 8 of 16 - STAR Early Literacy Enterprise 1HZ

ELA: Grade 2 English Language Arts and Literacy in History/Social Studies NY R - Reading

NY RF - Foundational Skills

Print Concepts

This concept is addressed in Kindergarten and Grade 1 only.

Phonological Awareness

This concept is addressed in Kindergarten and Grade 1 only.

Phonics and Word Recognition

NY RF.2.3 - Know and apply grade-level phonics and word analysis skills in decoding words.

NY RF.2.3.a - Distinguish long and short vowels when reading regularly spelled one-syllable words. Word Knowledge and Skills Read single-syllable words and distinguish between short vowel sounds (e.g., read the words dip, cat, and nap; dip has a different middle vowel sound than hat) [Grade 1] Distinguish short vowel sounds from long vowel sounds in order Focus Skill to discriminate between those sounds in single-syllable words (e.g., reading the words egg, we, and key, egg has the short vowel sound) [Grade 1] Decode single-syllable words with long vowel sounds (e.g., reading the words heat, let, and end, and recognizing that heat has the long vowel sound) [Grade 1] Decode single-syllable words and identify long vowel sounds Focus Skill with common spellings (graphemes) in order to decode single- syllable words (e.g., Read the words feel, let, and end. Feel has the same middle vowel sound as meat.) [Grade 1]

NY RF.2.3.b - Know spelling-sound correspondences for additional common vowel teams. Word Knowledge and Skills Decode single-syllable words and identify long vowel sounds Focus Skill with common spellings (graphemes) in order to decode single- syllable words (e.g., Read the words feel, let, and end. Feel has the same middle vowel sound as meat.) [Grade 1] Recognize spelling patterns for long vowel digraphs (including y as a vowel), and decode associated words (e.g., The word is tail. The monkey has a long tail. Pick the word tail from the choices tail, tall, tell.) [Grade 2] Recognize spelling patterns for variant vowel sounds and decode Focus Skill words with associated patterns (e.g., The sound is /ü/. Which word has the sound /ü/? Pick from choices luck, food, rope.)

6/22/2012 - 9 of 16 - STAR Early Literacy Enterprise 1HZ

Decode words by identifying the correctly spelled diphthong in a Focus Skill word from a spoken sentence (e.g., Read the words brown, broun, and brawn, and understand that brown is the correct spelling in the following: She has brown hair.) [Grade 2]

NY RF.2.3.c - Decode regularly spelled two-syllable words with long vowels. Word Knowledge and Skills Decode single-syllable words with long vowel sounds (e.g., reading the words heat, let, and end, and recognizing that heat has the long vowel sound) [Grade 1] Decode single-syllable words and identify long vowel sounds Focus Skill with common spellings (graphemes) in order to decode single- syllable words (e.g., Read the words feel, let, and end. Feel has the same middle vowel sound as meat.) [Grade 1] Decode words by identifying the correctly spelled CVCe pattern in a word from a spoken sentence (e.g., Read the words bakee, baike, and bake and recognize that bake is the correct spelling in the following: I like to bake bread.) [Grade 1]

NY RF.2.3.d - Decode words with common prefixes and suffixes. Word Knowledge and Skills Decode grade-appropriate words (e.g., The word is last. Last means the opposite of first. Pick the word last from last list lost.) [Grade 1] Use knowledge of simple affixes (e.g., un-, re-, over-, -er, -est) Focus Skill and familiar base words to predict the meanings of unfamiliar words [Grade 2]

NY RF.2.3.e - Identify words with inconsistent but common spelling-sound correspondences. Word Knowledge and Skills Recognize spelling patterns for long vowel digraphs (including y as a vowel), and decode associated words (e.g., The word is tail. The monkey has a long tail. Pick the word tail from the choices tail, tall, tell.) [Grade 2] Recognize spelling patterns for variant vowel sounds and decode Focus Skill words with associated patterns (e.g., The sound is /ü/. Which word has the sound /ü/? Pick from choices luck, food, rope.) [Grade 2] Recognize spelling patterns in words with initial consonant blends of 2 or 3 letters (e.g., The word is strap. Pick the letters that make the sound at the beginning of strap. Pick from spl, spr, str.) [Grade 2]

NY RF.2.3.f - Recognize and read grade-appropriate irregularly spelled words. Word Knowledge and Skills Decode grade-appropriate words (e.g., The word is last. Last means the opposite of first. Pick the word last from last list lost.) [Grade 1]

6/22/2012 - 10 of 16 - STAR Early Literacy Enterprise 1HZ

Recognize spelling patterns for variant vowel sounds and decode Focus Skill words with associated patterns (e.g., The sound is /ü/. Which word has the sound /ü/? Pick from choices luck, food, rope.) [Grade 2] Use knowledge of syllable patterns to decode words (e.g., read a Focus Skill word such as animal and pick how many syllables the word has) [Grade 2]

Fluency

NY RF.2.4 - Read with sufficient accuracy and fluency to support comprehension.

NY RF.2.4.a - Read grade-level text with purpose and understanding. Overall Product Skills Develop and build fluency Develop and build literacy Read a variety of genres Read literature-based text Read informational text

NY RF.2.4.b - Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Overall Product Skills Read literature-based text Read informational text

NY RF.2.4.c - Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Overall Product Skills Apply comprehension strategies

6/22/2012 - 11 of 16 - STAR Early Literacy Enterprise 1HZ

ELA: Grade 3 English Language Arts and Literacy in History/Social Studies NY R - Reading

NY RF - Foundational Skills

Print Concepts

This concept is addressed in Kindergarten and Grade 1 only.

Phonological Awareness

This concept is addressed in Kindergarten and Grade 1 only.

Phonics and Word Recognition

NY RF.3.3 - Know and apply grade-level phonics and word analysis skills in decoding words.

NY RF.3.3.b - Decode words with common Latin suffixes. Word Knowledge and Skills Use knowledge of syllable patterns to decode increasingly Focus Skill difficult multisyllable words (e.g., transportation) [Grade 3]

NY RF.3.3.c - Decode multisyllable words. Word Knowledge and Skills Use knowledge of syllable patterns to decode increasingly Focus Skill difficult multisyllable words (e.g., transportation) [Grade 3]

NY RF.3.3.d - Read grade-appropriate irregularly spelled words. Word Knowledge and Skills Use knowledge of syllable patterns to decode increasingly Focus Skill difficult multisyllable words (e.g., transportation) [Grade 3]

Fluency

NY RF.3.4 - Read with sufficient accuracy and fluency to support comprehension.

NY RF.3.4.a - Read grade-level text with purpose and understanding. Overall Product Skills Develop and build fluency Develop and build literacy Read a variety of genres Read literature-based text Read informational text

NY RF.3.4.b - Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Overall Product Skills Develop and build fluency

6/22/2012 - 12 of 16 - STAR Early Literacy Enterprise 1HZ

Read literature-based text Read informational text

NY RF.3.4.c - Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Overall Product Skills Apply comprehension strategies Monitor own performance

6/22/2012 - 13 of 16 - STAR Early Literacy Enterprise 1HZ

Math: Prekindergarten NY PK.CC - Counting and Cardinality

Know number names and the count sequence.

NY PK.CC.1 - Count to 20. Numbers and Operations Count 1-20 [Early Numeracy]

Compare numbers.

NY PK.CC.5 - Identify whether the number of objects in one group is more, less, greater than, fewer, and/or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 (1: up to 5 objects) Numbers and Operations Compare sets of up to 5 objects [Early Numeracy]

NY PK.OA - Operations & Algebraic Thinking

Understand addition as adding to, and understand subtraction as taking from.

Understand simple patterns.

NY PK.MD - Measurement & Data

NY PK.MD.1 - Identify measurable attributes of objects, such as length, and weight. Describe them using correct vocabulary (e.g., small, big, short, tall, empty, full, heavy, and light).

Sort objects and count the number of objects in each category.

NY PK.G - Geometry

Analyze, compare, and sort objects.

NY PK.G.3 - Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes, using informal language to describe their similarities, differences, and other attributes (e.g., color, size, and shape). Geometry and Measurement Compare sizes, weights, and volumes [Early Numeracy]

6/22/2012 - 14 of 16 - STAR Early Literacy Enterprise 1HZ

Math: Kindergarten NY K.CC - Counting and Cardinality

Know number names and the count sequence.

Count to tell the number of objects.

NY K.CC.A - Develop understanding of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers. Numbers and Operations Recognize ordinal numbers 1st - 10th [Early Numeracy]

Compare numbers.

NY K.CC.6 - Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Numbers and Operations Compare sets of up to 5 objects [Early Numeracy]

NY K.OA - Operations and Algebraic Thinking

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

NY K.OA.1 - Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Numbers and Operations Add numbers with a sum up to 10 using pictures [Early Numeracy] Subtract numbers with a minuend up to 10 using pictures [Early Numeracy]

NY K.OA.2 - Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Numbers and Operations Add numbers with a sum up to 10 using pictures [Early Numeracy] Subtract numbers with a minuend up to 10 using pictures [Early Numeracy]

NY K.MD - Measurement and Data

Describe and compare measurable attributes.

6/22/2012 - 15 of 16 - STAR Early Literacy Enterprise 1HZ

Math: Grade 1 NY 1.OA - Operations and Algebraic Thinking

Represent and solve problems involving addition and subtraction.

Add and subtract within 20.

NY 1.NBT - Number and Operations in Base Ten

Extend the counting sequence.

Understand place value.

NY 1.NBT.2.c - The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Numbers and Operations Identify the number of 10's in 10, 20, 30, 40, 50, 60, 70, 80, 90 [Grade 1]

Use place value understanding and properties of operations to add and subtract.

NY 1.MD - Measurement and Data

Measure lengths indirectly and by iterating length units.

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