Parents: Boston Public Schools Kindergarten

Kindergarten Learning Standards

This information is from the Boston Public Schools Citywide Learning Standards.


Speaking and Listening
Students will be able to:

  • Take turns during conversations and discussions.
  • Listen to others during conversations and discussions.
  • Follow directions of teacher or student leader.
  • Listen for information.
  • Talk about an event expressing feelings and opinions from own experiences.
  • Tell a personal story with appropriate expression and clarity.
  • Understand that the purpose of language is communication.
  • Retell a familiar story with expression.
  • Listen to and appreciate the rhyme, rhythm ,and language in poems, chants, songs, nursery rhymes.
  • Recite familiar poems, chants, songs, and rhymes.
  • Engage in and observe dramatizations of familiar and new stories.
  • Generate questions about a topic.
  • Tell what is understood about a story or presentation.
  • Ask questions about a story or presentation.
  • Make comments on a story or presentation.
  • Enjoy talking with peers.
Language Use
  • Increase vocabulary through pictures and experience.
  • Gain word meaning from stories, discussions, and word games.
  • Acquire new concepts through concrete learning.
  • Use new vocabulary and grammatical constructions in own speech.
  • Use descriptive words in conjunction with people, objects, events, and actions.
  • Use words that describe spatial and temporal relationships.
  • Understand that words have meanings.
  • Begin to recognize that commonly used vocabulary (e.g., "pizza," "taco") comes from other languages.
  • Ask about words and concepts not understood.
  • Demonstrate orally that phonemes exist and that they can be isolated and manipulated.
  • Link some letters and sounds.
  • Understand that words are made up of one or more syllables.
  • Recognize and produce rhyming sounds.
  • Blend sounds to make words.
  • Notice sound patterns in groups of words.
  • Sort words according to sound patterns.
  • Find pleasure in playing with words.
Reading and Literature: Beginning Reading
  • Recognize that printed materials provide information or entertaining stories.
  • Know how to handle a book and turn pages.
  • Identify covers and title page of book.
  • Understand meaning of title, author, illustrator.
  • Recognize that in English print moves left to right and top to bottom on page.
  • Identify most upper and lower case letters.
  • Match voice to print.
  • Use letter-sound knowledge to identify unfamiliar words in print and gain meaning.
  • Use pictures to make predictions about text.
  • Use knowledge of language to make sense of text.
  • Practice reading predictable books with patterned text.
  • Know some resources for finding information about a topic (library, encyclopedia, individuals to interview, etc.).
Responding to Literature
  • Understand simple story structure (main events, characters, problem, solution).
  • Retell one or more events from story recently told or read aloud.
  • Compare several stories by the same author.
  • Compare and contrast different versions of the same story.
  • Listen and react to a variety of genre, including poetry, fiction, nonfiction, drama.
  • Recognize that genre represent different ways of telling stories and conveying ideas.
  • Identify poetry, fiction, and nonfiction.
  • Identify the main ideas of a piece of literature using evidence from text as support.
  • Compare personal event, attribute, or environment to those of characters in story.
  • Use background knowledge, story content, illustrations, and text patterns to build meaning.
  • Use nonfiction to gain information.
  • Gain familiarity with traditional fables and folktales, include those from various cultures.
  • Identify different multicultural versions of the classics.
  • Gain pleasure from reading.
  • Choose to read.
  • Compose texts with drawings and some letter formations.
  • Understand that written words are composed of letters that represent sounds.
  • Use letters to represent sounds.
  • Use a combination of upper and lower case letters in writing.
  • Begin to compose stories at own development level.
  • Use initial, final ,and medial sounds in writing words.
  • Attempt to reread own writing.
  • Create writing that sounds like talk.
  • Begin to include storybook language in writing.
  • Become familiar with a variety of reasons to write and forms for doing so (lists, letters, stories, recipes, etc.).
  • Recognize that revising is making something you have written better.
  • Practice crossing out and changing while writing.
  • Write own name, some high frequency words, and most of the alphabet .
  • Leave space between words.
  • Use a caret to indicate an addition to writing.
  • Name and use basic punctuation marks in writing.
  • Gather information about topic.
  • Build a repertoire of some conventionally spelled words.
  • Choose to write.
  • Take pride in own writing.
  • Understand that media can portray fact or fiction and the viewer must decide which it is.
  • Critically review information form the media.
  • Use media to transmit and receive messages and information.
  • Create scripts and productions of what has been learned.

Families and Communities Near and Far, Now and Long Ago
Topic 1: Myself

  • Recognize that each person is a special individual.
  • Recognize that there are similarities and differences among individuals.
Topic 2: My Family
  • Identify the characteristics of a family and their connection to a family and family members.
  • Recognize that all things change.
Topic 3: Myself and Others
  • Identify themselves as members of different groups (classroom, community, and friends) and articulate similarities and differences between themselves and others.
  • Recognize and establish a growing respect for differences among people (e.g., gender, physical characteristics and challenges, backgrounds, family structures, ethnic heritage).
Topic 4: My Need for Food
  • Recognize the basic need of all humans for food, clothing, and shelter.
  • Identify food items by name, shape, or color.
  • Recognize that food items come from many different locations.
  • Recognize how science and technology have influenced the production, preservation ,and presentation of food items.
Topic 5: My Need for Clothing
  • Recognize that climate, seasons, place ,and customs influence the kinds of clothing worn
  • Recognize the influence of time in clothing style.
Topic 6: My Need for Shelter
  • Recognize that geography, climate ,and natural resources have an influence on the kind of home in which one lives.
  • Recognize different kinds of homes and home furnishings now and in the past.
Topic 7: My School
  • Recognize their school is a community in which they are equals, and in which all must be considerate of others for the school to be a good place to work, learn, and play.
  • Recognize that a school is divided into parts and that each part has a specific use.
  • Recognize the workers within a school and the role of each.
  • Recognize that schools in other places and during other times may be similar to or different.
  • Learn and practice school rules that include respect for others, respect for property, cooperation with others, shared responsibility, diligence, and honesty.
Topic 8: My Community
  • Recognize the basic characteristic of a community, including the buildings/homes found in a community, role of individuals in a community, the kinds of transportation within a community and the kinds of recreation in which one can participate.
Topic 9: Following Rules, Accepting Responsibility and Making Decisions
  • Recognize that individuals within a community of people must follow rules, accept responsibilities, share ideas, cooperate, negotiate to problem solve, and make decisions.
Topic 10: Days, Weeks, Months, Seasons, and Time
  • Recognize that time can be measured in minutes, hours, days, weeks, months, and years.
  • Recognize that time can be measured by seasons and that changes can be seen by being careful observers of the natural surroundings.
  • Recognize that time and seasons change.
Topic 11: My Country
  • Recognize America as their "home."
  • Identify the United States on a map or globe and can name and point out the capital of the US.
  • Identify patriotic symbols, pledges, and songs.
  • Identify individuals who have made significant contributions to United States history.
Topic 12: My World
  • Identify the physical characteristics of the world around them and can distinguish one feature from another. (Example, land from water and/or a mountain from a tree.)
Topic 13: Celebrations
  • Recognize the ways of celebrating and the reason that celebrations differ by groups, nations, or individuals.

Data Analysis, Statistics, and Probability

  • Formulate questions, collect, sort, organize, and draw conclusions about data using concrete objects, pictures, numbers, and graphs.
  • Sort a collection of objects according to one attribute.
  • Sort a collection of objects in multiple ways.
  • Use counting to collect data.
  • Represent data using concrete materials, pictures, labels or words, numbers.
  • Make sense of and describe data represented on a graph.
  • Observe and describe different representations of the same data.
  • Compose yes/no survey questions.
  • Collect, record, share yes/no survey data.
  • Count and compare the quantities of two different data sets.
  • Solve a mathematical problem based on data.
  • Name, describe, construct, and represent a variety 2-D and 3-D shapes.
  • Observe and describe 2-D shapes as wholes.
  • Use shapes to create pictures.
  • Relate 2-D shapes to real world objects.
  • Construct 2-D shapes.
  • Combine 2-D shapes to form larger 2-D shapes.
  • Combine combinations of shapes to fill an area.
  • Visualize and select shapes to fill a design.
  • Visualize turning and moving a shape to fit a given space.
  • Explore relationships among pattern blocks.
  • Recognize 3-D shapes in the environment.
  • Observe and describe 3-D shapes as wholes.
  • Describe attributes of 2-D shapes.
  • Become familiar with mathematical vocabulary to describe and name 2-D shapes.
  • Analyze visual images, using a strategy for describing, remembering, and replicating those images.
  • Describe attributes of 3-D shapes.
  • Become familiar with mathematical vocabulary to describe 3-D shapes.
  • Observe similarities and differences between the faces of 3-D shapes.
  • Put 3-D shapes together to make other shapes.
  • Relate 3-D shapes to 2-D representations of that shape.
  • Identify positions of objects in space, and use appropriate language to describe location.
  • Describes the positions of shapes or objects and the spatial relationships among them.
  • Recognize and compare attributes of length, volume/capacity, weight, area, and time using appropriate language.
  • Describe and compare lengths (longer than, shorter than, the same as).
  • Make and use measurements from everyday experiences.
  • Become familiar with units of time represented on a calendar (i.e., days, weeks, and months).
  • Use non-standard units to measure length, (area, weight, and capacity).
  • Repeat a non-standard unit to measure a length up to 3 units long.
  • Record and represent measurements using pictures, numbers, and/or words.
Number Sense and Operations
  • Count accurately up to 20 objects.
  • Keep track while counting.
  • Have a strategy for accurately counting up to 20 objects.
  • Match quantities up to at least 10 with numerals and words.
  • Record and represent quantities using objects, pictures, numbers, and/or words.
  • Compare sets of up to at least 10 concrete objects using appropriate language.
  • Compare two quantities and identify which is more and which is less.
  • Describe and compare amounts using words like, less, least, more, most, same, equal.
  • Order quantities from least to most and most to least.
  • Use objects and drawings to model and solve related addition and subtraction problems to 10.
  • Find the total of two single-digit numbers.
  • Estimate the number of objects in a group and verify the results.

Kindergarten 1:
Topic: Characteristics of Living Things

  • Classify plants and animals according to the physical characteristics that they share.
  • Identify the structures in plants (leaves, roots, flowers, stem, bark, wood) that are responsible for food production, support, water transport, reproduction, growth, and protection.
Topic: Scientific Inquiry
  • Use simple tools such as rulers, magnifiers, balances, etc. to observe things more carefully.
  • Conduct simple science experiments and observe the outcome. Inquiry may be teacher directed.
  • Observe and describe simple experiments using pictures, words, diagrams, and graphs.
  • Tell others what they see, think, and wonder about.
Kindergarten 2:
Topic: Living Things and Their Environment
  • Give examples of how inherited characteristics may change over time as adaptations to changes in the environment that enable organisms to survive, e.g., shape of beak or feet, placement of eyes on head, length of neck, shape of teeth, color.
Topic: Earth's Materials
  • Recognize that water, rocks, soil, and living organisms are found on the earth's surface.
  • Understand that air is a mixture of gases that is all around us and that wind is moving air.
  • Recognize that water, rocks, soil, and living organisms are found on the earth's surface.
Topic: Materials and Tools
  • Understand that materials both natural and human-made have specific characteristics that determine how they will be used.
  • Identify tools and simple machines used for specific purposes.
  • Describe how humans use parts of the body as tools and compare their use with ways in which animals use those parts of their bodies.
Topic: Scientific Inquiry
  • Use simple tools such as rulers, magnifiers, balances, etc. to observe things more carefully.
  • Conduct simple science experiments and observe the outcome. Inquiry may be teacher directed.
  • Observe and describe simple experiments using pictures, words, diagrams, and graphs.
  • Tell others what they see, think ,and wonder about.