ENGLISH

K
2015 Standards

SOUTH

CAROLINA

STATE

STANDARDS

Expectations for Teaching and Learning:

Learning should be modeled, supported, and reflect gradual release of responsibility at all levels.
Teachers should continue to address earlier standards as they apply to more complex text.
Students are expected to build upon and continue applying concepts learned previously.

INQUIRY-BASED LITERACY STANDARDS

Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.
Engage in daily opportunities for play and exploration to foster a sense of curiosity, develop the disposition
K-I.1.1
of inquisitiveness, and begin to verbally articulate I wonders about ideas of interest.
Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and
multiple perspectives.
With guidance and support, engage in daily explorations of texts to make connections to personal
K-I.2.1
experiences, other texts, or the environment.
Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the
world through exploration, collaboration, and analysis.
With guidance and support, develop a plan of action for collecting information from multiple sources through
K-I.3.1
play, sensory observation, texts, websites, and conversations with adults/peers.
K-I.3.2
With guidance and support, select information, revise ideas, and record and communicate findings.
Standard 4: Synthesize information to share learning and/or take action.
K-I.4.1
With guidance and support, discover relationships and patterns during the inquiry process.
K-I.4.2
With guidance and support, use tools to communicate findings.
K-I.4.3
With guidance and support, reflect on findings.
Standard 5: Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide
actions, individually and collaboratively.
K-I.5.1
With guidance and support, recognize the value of individual and collective thinking.
K-I.5.2
With guidance and support, monitor and assess learning to guide inquiry.

RL

READING-LITERARY TEXT

By the end of second grade, students read four major types of literary texts in print and multimedia formats:
fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types
of texts: historical fiction, contemporary realistic fiction, picture books, folktales, fables, tall tales, and fantasy.
In the category of literary nonfiction, they read autobiographical and biographical sketches. In the category of
poetry, they read narrative, lyrical, and humorous poems and free verse.
Fundamentals of Reading

Integrate an information (cueing) system that includes meaning (semantics), structure (syntax), visual
(graphophonic), and pragmatics (schematic) to make meaning from text.
Gain understanding by applying reading strategies of monitoring, searching, confirming, cross-checking,
rereading, and self-correcting.
Employ comprehension strategies before, during, and after reading text using schema, annotating,
questioning, visualizing, drawing inferences, determining importance, summarizing, and synthesizing.
Use metacognition to monitor meaning and adjust strategies while reading.
Notice and analyze the styles and techniques authors use to help readers construct meaning.
P
Principles of Reading
Standard 1: Demonstrate understanding of the organization and basic features of print.
K-RL.1.1 Follow words from left to right, top to bottom, and front to back.
K-RL.1.2 Recognize that spoken words are represented in written language by specific sequences of letters.
K-RL.1.3 Understand that words are separated by spaces in print.
K-RL.1.4 Recognize and name all upper- and lowercase letters of the alphabet.

1
as typed by L. Crane

ENGLISH

SOUTH

CAROLINA

STATE

STANDARDS

K
2015 Standards

RL

READING-LITERARY TEXT

P
Principles of Reading
Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.
K-RL.2.1 Recognize and produce rhyming words.
K-RL.2.2 Count, pronounce, blend, and segment syllables in spoken words.
K-RL.2.3 Blend and segment onsets and rimes of single-syllable spoken words.
K-RL.2.4 Isolate and pronounce the initial, medial, and final sounds in a three-phoneme word.
K-RL.2.5 Add or substitute individual sounds in simple, one-syllable words to make new words.
Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words.
K-RL.3.1 Produce one-to-one letter-sound correspondences for each consonant.
K-RL.3.2 Associate long and short sounds of the five major vowels with their common spellings.
K-RL.3.3 Read regularly spelled one-syllable words.
Distinguish between similarly spelled consonant-vowel-consonant patterned words by identifying the sounds
K-RL.3.4
of the letters that differ.
K-RL.3.5 Read common high-frequency words.
K-RL.3.6 Recognize grade-appropriate irregularly spelled words.
Standard 4: Read with sufficient accuracy and fluency to support comprehension.
K-RL.4.1 Read emergent-reader texts with purpose and understanding.
K-RL.4.2 Read emergent-reader texts orally with accuracy, appropriate rate, and expression.
K-RL.4.3 Use picture cues to confirm or self-correct word recognition and understanding.
MC
Meaning and Context
Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing
conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
With guidance and support, ask and answer who, what, when, where, why, and how questions about a text;
K-RL.5.1
refer to key details to make inferences and draw conclusions in texts heard or read.
With guidance and support, ask and answer questions to make predictions using prior knowledge, pictures,
K-RL.5.2
illustrations, title, and information about author and illustrator.
Standard 6: Summarize key details and ideas to support analysis of thematic development.
K-RL.6.1 Describe the relationship between illustrations and the text.
Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media and formats, and in visual,
auditory, and kinesthetic modalities.
With guidance and support, retell a familiar text; identifying beginning, middle, and end in a text heard or
K-RL.7.1
read.
K-RL.7.2 Read or listen closely to compare familiar texts.
Standard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular
context.
With guidance and support, read or listen closely to:
a. describe characters and their actions;
b. compare characters experiences to those of the reader;
K-RL.8.1
c. describe setting;
d. identify the problem and solution; and
e. identify the cause of an event.

2
as typed by L. Crane

ENGLISH

SOUTH

CAROLINA

STATE

STANDARDS

K
2015 Standards

RL

READING-LITERARY TEXT

LCS
Language, Craft, and Structure
Standard 9: Interpret and analyze the authors use of words, phrases, and conventions, and how their
relationships shape meaning and tone in print and multimedia texts.
With guidance and support, identify the literary devices of repetitive language and the sound devices of
K-RL.9.1
rhyme, onomatopoeia, and alliteration; identify when the author uses each.
With guidance and support, identify how an authors choice of words, phrases, conventions, and illustrations
K-RL.9.2
suggest feelings, appeal to the senses, and contribute to meaning.
Standard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiplemeaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.
K-RL.10.1 With guidance and support, ask and answer questions about known and unknown words.
K-RL.10.2 With guidance and support, identify new meanings for familiar words and apply them accurately.
With guidance and support, use inflectional endings and affixes to determine the meaning of unknown
K-RL.10.3
words.
K-RL.10.4 With guidance and support, identify the individual words used to form a compound word.
With guidance and support, use print and multimedia resources to explore word relationships and nuances in
K-RL.10.5
word meanings.
With guidance and support, use words and phrases acquired through talk and text; explore nuances of words
K-RL.10.6
and phrases.
Standard 11: Analyze and provide evidence of how the authors choice of point of view, perspective, or purpose
shapes content, meaning, and style.
K-RL.11.1 Identify the author and illustrator and define the role of each.
K-RL.11.2 Identify who is telling the story, the narrator or characters.
Standard 12: Analyze and critique how the author uses structures in print and multimedia texts to shape meaning
and impact the reader.
K-RL.12.1 Recognize and sort types of literary texts.
K-RL.12.2 Recognize the crafted text structure of recurring phrases.
RC
Range and Complexity
Standard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment,
acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.
K-RL.13.1 Engage in whole and small group reading with purpose and understanding.
K-RL.13.2 Read independently for sustained periods of time to build stamina.
K-RL.13.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.

3
as typed by L. Crane

ENGLISH

SOUTH

CAROLINA

STATE

STANDARDS

K
2015 Standards

RI

READING-INFORMATIONAL TEXT

By the end of second grade, students read informational (expository/persuasive/argumentative) texts in print
and multimedia formats of the following types: essays, historical documents, informational trade books,
textbooks, news and feature articles, magazine articles, advertisements, encyclopedic entries, book reviews,
journals, and speeches. They also read directions, maps, timelines, and graphs.
Fundamentals of Reading

Integrate an information (cueing) system that includes meaning (semantics), structure (syntax), visual
(graphophonic), and pragmatics (schematic) to make meaning from text.
Gain understanding by applying reading strategies of monitoring, searching, confirming, cross-checking,
rereading, and self-correcting.
Employ comprehension strategies before, during, and after reading text using schema, annotating,
questioning, visualizing, drawing inferences, determining importance, summarizing, and synthesizing.
Use metacognition to monitor meaning and adjust strategies while reading.
Notice and analyze the styles and techniques authors use to help readers construct meaning.
P
Principles of Reading
Standard 1: Demonstrate understanding of the organization and basic features of print.
K-RI.1.1
Follow words from left to right, top to bottom, and front to back.
K-RI.1.2
Recognize that spoken words are represented in written language by specific sequences of letters.
K-RI.1.3
Understand that words are separated by spaces in print.
K-RI.1.4
Recognize and name all upper- and lowercase letters of the alphabet.
Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.
K-RI.2.1
Recognize and produce rhyming words.
K-RI.2.2
Count, pronounce, blend, and segment syllables in spoken words.
K-RI.2.3
Blend and segment onsets and rimes of single-syllable spoken words.
K-RI.2.4
Isolate and pronounce the initial, medial, and final sounds in a three-phoneme word.
K-RI.2.5
Add or substitute individual sounds in simple, single-syllable words to make new words.
Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words.
K-RI.3.1
Produce one-to-one letter-sound correspondences for each consonant.
K-RI.3.2
Associate long and short sounds of the five major vowels with their common spellings.
K-RI.3.3
Read regularly spelled one-syllable words.
Distinguish between similarly spelled consonant-vowel-consonant patterned words by identifying the sounds
K-RI.3.4
of the letters that differ.
K-RI.3.5
Read common high-frequency words.
K-RI.3.6
Recognize grade-appropriate irregularly spelled words.
Standard 4: Read with sufficient accuracy and fluency to support comprehension.
K-RI.4.1
Read emergent-reader texts with purpose and understanding.
K-RI.4.2
Read emergent-reader texts orally with accuracy, appropriate rate, and expression.
K-RI.4.3
Use picture cues to confirm or self-correct word recognition and understanding.

4
as typed by L. Crane

ENGLISH

SOUTH

CAROLINA

STATE

STANDARDS

K
2015 Standards

RI

READING-INFORMATIONAL TEXT

MC
Meaning and Context
Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing
conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
With guidance and support, ask and answer who, what, when, where, why, and how questions about a text;
K-RI.5.1
refer to key details to make inferences and draw conclusions in texts heard or read.
With guidance and support, ask and answer questions to make predictions using prior knowledge, pictures,
K-RI.5.2
illustrations, title, and information about author and illustrator.
Standard 6: Summarize key details and ideas to support analysis of central ideas.
With guidance and support, retell the central idea and identify key details to summarize a text heard, read, or
K-RI.6.1
viewed.
Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory,
and kinesthetic modalities.
K-RI.7.1
With guidance and support, compare topics or ideas within a thematic or author study heard, read, or viewed.
LCS
Language, Craft, and Structure
Standard 8: Interpret and analyze the authors use of words, phrases, text features, conventions, and structures,
and how their relationships shape meaning and tone in print and multimedia texts.
With guidance and support, identify words, phrases, illustrations, and photographs used to provide
K-RI.8.1
information.
With guidance and support, use front cover, title page, illustrations/photographs, fonts, glossary, and table of
K-RI.8.1
contents to locate and describe key facts or information; describe the relationship between these features and
the text.
Standard 9: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiplemeaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.
K-RI.9.1
With guidance and support, ask and answer questions about known and unknown words.
K-RI.9.2
With guidance and support, identify new meanings for familiar words and apply them accurately.
K-RI.9.3
With guidance and support, use inflectional endings and affixes to determine the meaning of unknown words.
K-RI.9.4
With guidance and support, use print and multimedia resources to explore word relationships and meanings.
With guidance and support, use words and phrases acquired through talk and text; explore nuances of words
K-RI.9.5
and phrases.
Standard 10: Analyze and provide evidence of how the authors choice of purpose and perspective shapes content,
meaning, and style.
K-RI.10.1 Identify the author and illustrator and define the role of each.
Standard 11: Analyze and critique how the author uses structures in print and multimedia texts to craft
informational and argument writing.
K-RI.11.1 With guidance and support, explore informational text structures within texts heard or read.
K-RI.11.2 With guidance and support, identify the reasons an author gives to support a position.
RC
Range and Complexity
Standard 12: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment,
acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.
K-RI.12.1 Engage in whole and small group reading with purpose and understanding.
K-RI.12.2 Read independently for sustained periods of time.
K-RI.12.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.

5
as typed by L. Crane

ENGLISH

SOUTH

CAROLINA

STATE

STANDARDS

K
2015 Standards

WRITING
Fundamentals of Writing

Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing,
and reflecting.
Interact and collaborate with peers and adults to develop and strengthen writing.
Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline,
and audience.
Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and
the exchange of information.
Monitor progress throughout the writing process and adjust strategies as needed from independence to
collaboration within a writing community.
Incorporate authors craft techniques observed from wide reading of anchor and mentor texts across
disciplines to inform, explain, convince/argue, and entertain.
MCC
Meaning, Context, and Craft
Standard 1: Write arguments to support claims with clear reasons and relevant evidence.
K-W.1.1
Use a combination of drawing, dictating, and writing to state the topic and communicate an opinion about it.
With guidance and support, plan, revise, and edit building on personal ideas and the ideas of others to
K-W.1.2
strengthen writing.
Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately though the effective selection, organization, and analysis of content.
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name and
K-W.2.1
supply information about the topic.
With guidance and support, plan, revise, and edit building on personal ideas and the ideas of others to
K-W.2.2
strengthen writing.
Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, wellchosen details, and well-structured event sequences.
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked
K-W.3.1
events, to tell about the events in the order in which they occurred, and to provide a reaction to what
happened.
With guidance and support, plan, revise, and edit building on personal ideas and the ideas of others to
K-W.3.2
strengthen writing.
L
Language
Standard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and
speaking.
K-W.4.1
With guidance and support, use nouns.
K-W.4.2
With guidance and support, form regular plural nouns orally by adding /s/ or /es/.
K-W.4.3
With guidance and support, understand and use interrogatives.
K-W.4.4
With guidance and support, use verbs.
K-W.4.5
With guidance and support, use adjectives.
K-W.4.6
With guidance and support, use prepositional phrases.
K-W.4.7
With guidance and support, use conjunctions.
K-W.4.8
Produce and expand complete sentences.

6
as typed by L. Crane

ENGLISH

SOUTH

CAROLINA

STATE

STANDARDS

K
2015 Standards

WRITING

L
Language
Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
K-W.5.1
Capitalize the first word in a sentence and the pronoun I.
K-W.5.2
Recognize and name end punctuation.
K-W.5.3
Write letter(s) for familiar consonant and vowel sounds.
K-W.5.4
Spell simple words phonetically.
K-W.5.5
Consult print and multimedia resources to check and correct spellings.
RC
Range and Complexity
Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short
and extended time frames.
With guidance and support, write routinely and persevere in writing tasks for a variety of purposes and
K-W.6.1
audiences.
K-W.6.2
Print upper- and lower-case letters.
K-W.6.3
Recognize that print moves from left to right and that there are spaces between words.
K-W.6.4
Locate letter keys on an electronic device.

COMMUNICATION
Fundamentals of Communication

Employ a reciprocal communication process that includes planning, drafting, revising, editing, reviewing,
presenting, and reflecting.
Communicate using style, language, and nonverbal cues appropriate to task, purpose, and audience.
Use active and attentive communication skills, building on others ideas to explore, learn, enjoy, argue, and
exchange information.
Monitor delivery and reception throughout the communication process and adjust approach and strategies as
needed.
Adjust speech, using standard English when indicated or appropriate, in a variety of contexts and tasks for
presenting or participating in the social exchange of ideas.
Acquire vocabulary from multiple forms of communication; use newly acquired vocabulary to appropriately
communicate in a variety of situations and contexts.
MC
Meaning and Context
Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical
interpretations through collaborative conversations; build upon the ideas of others to clearly express ones own
views while respecting diverse perspectives.
K-C.1.1
Explore and create meaning through play, conversation, drama, and story-telling.
K-C.1.2
Practice the skills of taking turns, listening to others, and speaking clearly.
Practice verbal and nonverbal techniques including volume and tone, eye contact, facial expressions, and
K-C.1.3
posture.
Participate in conversations with varied partners about focused grade level topics and texts in small and large
K-C.1.4
groups.
K-C.1.5
Explain personal ideas and build on the ideas of others by responding and relating to comments made.

7
as typed by L. Crane

ENGLISH

SOUTH

CAROLINA

STATE

STANDARDS

K
2015 Standards

COMMUNICATION

MC
Meaning and Context
Standard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and
credible evidence from sources.
With guidance and support, recall information from experiences or gather information from sources to ask
K-C.2.1
and answer questions.
With guidance and support, participate in shared research exploring a variety of texts; express opinions and
K-C.2.2
talk about findings.
Standard 3: Communicate information through strategic use of multiple modalities and multimedia to enrich
understanding when presenting ideas and information.
K-C.3.1
Explore how ideas and topics are depicted in a variety of media and formats.
K-C.3.2
Use appropriate props, images, or illustrations to support verbal communication.
LCS
Language, Craft and Structure
Standard 4: Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform,
engage, and impact audiences.
K-C.4.1
Identify speakers purpose.
K-C.4.2
Identify the introduction and conclusion of a presentation.
K-C.4.3
Identify when the speaker uses intonation and word stress.
Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.
Use voice inflection, expression, rhythm, and rhyme, when presenting poems, short stories, role-plays, or
K-C.5.1
songs.
K-C.5.2
Employ repetitive language, onomatopoeia, and/or alliteration to impact the audience.

8
as typed by L. Crane

MATH

SOUTH

CAROLINA

STATE

STANDARDS

K
2015 Standards

MATHEMATICAL PROCESS STANDARDS

A mathematically literate student can:
Make sense of problems and persevere in solving them.
a. Relate a problem to prior knowledge.
b. Recognize there may be multiple entry points to a problem and more than one path to a solution.
1.
c. Analyze what is given, what is not given, what is being asked, and what strategies are needed, and make an
initial attempt to solve a problem.
d. Evaluate the success of an approach to solve a problem and refine it if necessary.
Reason both contextually and abstractly.
a. Make sense of quantities and their relationships in mathematical and real-world situations.
b. Describe a given situation using multiple mathematical representations.
2.
c. Translate among multiple mathematical representations and compare the meanings each representation
conveys about the situation.
d. Connect the meaning of mathematical operations to the context of a given situation.
Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others.
a. Construct and justify a solution to a problem.
3.
b. Compare and discuss the validity of various reasoning strategies.
c. Make conjectures and explore their validity.
d. Reflect on and provide thoughtful responses to the reasoning of others.
Connect mathematical ideas and real-world situations through modeling.
a. Identify relevant quantities and develop a model to describe their relationships.
4.
b. Interpret mathematical models in the context of the situation.
c. Make assumptions and estimates to simplify complicated situations.
d. Evaluate the reasonableness of a model and refine if necessary.
Use a variety of mathematical tools effectively and strategically.
a. Select and use appropriate tools when solving a mathematical problem.
5.
b. Use technological tools and other external mathematical resources to explore and deepen understanding of
concepts.
Communicate mathematically and approach mathematical situations with precisions.
a. Express numerical answers with the degree of precision appropriate for the context of a situation.
6.
b. Represent numbers in an appropriate form according to the context of the situation.
c. Use appropriate and precise mathematical language.
d. Use appropriate unites, scales, and labels.
Identify and utilize structure and patterns.
a. Recognize complex mathematical objects as being composed of more than one simple object.
7.
b. Recognize mathematical repetition in order to make generalizations.
c. Look for structures to interpret meaning and develop solution strategies.

9
as typed by L. Crane

MATH

SOUTH

CAROLINA

STATE

STANDARDS

K
2015 Standards

NUMBER SENSE
The student will:
K.NS.1
Count forward by ones and tens to 100.
K.NS.2
Count forward by ones beginning from any number less than 100.
K.NS.3
Read numbers from 0 20 and represent a number of objects 0 20 with a written numeral.
Understand the relationship between number and quantity. Connect counting to cardinality by
demonstrating an understanding that:
a. the last number said tells the number of objects in the set (cardinality);
K.NS.4
b. the number of objects is the same regardless of their arrangement or the order in which they are
counted (conservation of number);
c. each successive number name refers to a quantity that is one more and each previous number name
refers to a quantity that is one less.
K.NS.5
Count a given number of objects from 1 20 and connect this sequence in a one-to-one manner.
K.NS.6
Recognize a quantity of up to ten objects in an organized arrangement (subitizing).
Determine whether the number of up to ten objects in one group is more than, less than, or equal to the
K.NS.7
number of up to ten objects in another group using matching and counting strategies.
K.NS.8
Compare two written numerals up to 10 using more than, less than, or equal to.
K.NS.9
Identify first through fifth and last positions in a line of objects.

NUMBER SENSE and BASE TEN

The student will:
Compose and decompose numbers from 11 19 separating ten ones from the remaining ones using objects
K.NSBT.1
and drawings.

ALGEBRAIC THINKING and OPERATIONS

The student will:
Model situations that involve addition and subtraction within 10 using objects, fingers, mental images,
K.ATO.1
drawings, acting out situations, verbal explanations, expressions, and equations.
K.ATO.2
Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10.
K.ATO.3
Compose and decompose numbers up to 10 using objects, drawings, and equations.
K.ATO.4
Create a sum of 10 using objects and drawings when given one of two addends 1 9.
K.ATO.5
Add and subtract fluently within 5.
K.ATO.6
Describe simple repeating patterns using AB, AAB, ABB, and ABC type patterns.

10
as typed by L. Crane

MATH

SOUTH

CAROLINA

STATE

STANDARDS

K
2015 Standards

GEOMETRY
The student will:
Describe positions of objects by appropriately using terms, including below, above, beside, between, inside,
K.G.1
outside, in front of, or behind.
Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional
K.G.2
shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube,
cylinder, and sphere).
K.G.3
Classify shapes as two-dimensional/flat or three-dimensional/solid and explain the reasoning used.
Analyze and compare two- and three-dimensional shapes of different sizes and orientations using informal
K.G.4
language.
Draw two-dimension shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of
K.G.5
three-dimensional shapes (i.e., cone, cube, cylinder, and sphere).

MEASUREMENT and DATA ANALYSIS

The student will:
K.MDA.1
Identify measurable attributes (length, weight) of an object.
K.MDA.2
Compare objects using words such as shorter/longer, shorter/taller, and lighter/heavier.
K.MDA.3
Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category.
K.MDA.4
Represent data using object and picture graphs and draw conclusions from the graphs.

11
as typed by L. Crane

SCIENCE

K
2014 Standards

SOUTH

CAROLINA

STATE

STANDARDS

Scientific investigations should always be done in the context of content knowledge expected at this grade
level. The standard describes how students should learn and demonstrate knowledge of the content
outlined in the other standards.

SCIENCE and ENGINEERING PRACTICES

Standard K.S.1: The student will use the science and engineering practices, including the processes and skills of
scientific inquiry, to develop understandings of science content.
K.S.1A. Conceptual Understanding: The practices of science and engineering support the development of science
concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in
ways that are similar to those used by scientists and engineers. Students who demonstrate this understanding can:
Ask and answer questions about the natural world using explorations, observations, or structured
K.S.1A.1
investigations.
Develop and use models to (1) understand or represent phenomena, processes, and relationships, (2) test
K.S.1A.2
devices or solutions, or (3) communicate ideas to others.
With teacher guidance, conduct structured investigations to answer scientific questions, test predictions and
develop explanations: (1) predict possible outcomes, (2) identify materials and follow procedures, (3) use
K.S.1A.3
appropriate tools or instruments to make qualitative observations and take nonstandard measurements, and
(4) record and represent data in an appropriate form. Use appropriate safety procedures.
Analyze and interpret data from observations, measurements, or investigations to understand patterns and
K.S.1A.4
meanings.
Use mathematical thinking to (1) recognize and express quantitative observations, (2) collect and analyze
K.S.1A.5
data, or (3) understand patterns and relationships.
Construct explanations of phenomena using (1) student-generated observations and measurements, (2) results
K.S.1A.6
of investigations, or (3) data communicated in graphs, tables, or diagrams.
K.S.1A.7
Construct scientific arguments to support explanations using evidence from observations or data collected.
Obtain and evaluate informational texts, observations, data collected, or discussions to (1) generate and
K.S.1A.8
answer questions about the natural world, (2) understand phenomena, (3) develop models, or (4) support
explanations. Communicate observations and explanations using oral and written language.
K.S.1B. Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants
and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and
often leads to the development of a new or improved technology. Students who demonstrate this understanding can:
Construct devices or design solutions to solve specific problems or needs: (1) ask questions to identify
problems or needs, (2) ask questions about the criteria and constraints of the devices or solutions, (3) generate
K.S.1B.1
and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine
if the devices or solutions solved the problem, and (6) communicate the results.

12
as typed by L. Crane

SCIENCE

K
2014 Standards

SOUTH

CAROLINA

STATE

STANDARDS

Scientific investigations should always be done in the context of content knowledge expected at this grade
level. The standard describes how students should learn and demonstrate knowledge of the content
outlined in the other standards.

LIFE SCIENCE: EXPLORING ORGANISMS and the ENVIRONMENT

Standard K.L.2: The student will demonstrate an understanding of organisms found in the environment and how
these organisms depend on the environment to meet those needs.
K.L.2A. Conceptual Understanding: The environment consists of many types of organisms including plants, animals,
and fungi. Organisms depend on the land, water, and air to live and grow. Plants need water and light to make their own
food. Fungi and animals cannot make their own food and get energy from other sources. Animals (including humans)
use different body parts to obtain food and other resources needed to grow and survive. Organisms live in areas where
their needs for air, water, nutrients, and shelter are met. Students who demonstrate this understanding can:
Obtain information to answer questions about different organisms found in the environment (such as plants,
K.L.2A.1
animals, or fungi).
K.L.2A.2
Conduct structured investigations to determine what plants need to live and grow (including water and light).
Develop and use models to exemplify how animals use their body parts to (1) obtain food and other resources, (2)
K.L.2A.3
protect themselves, and (3) move from place to place.
K.L.2A.4
Analyze and interpret data to describe how humans use their senses to learn about the world around them.
Construct explanations from observations of what animals need to survive and grow (including air, water,
K.L.2A.5
nutrients, and shelter).
K.L.2A.6
Obtain and communicate information about the needs of organisms to explain why they live in particular areas.

EARTH SCIENCE: EXPLORING WEATHER PATTERNS

Standard K.E.3: The student will demonstrate an understanding of daily and seasonal weather patterns.
K.E.3A. Conceptual Understanding: Weather is a combination of sunlight, wind, snow, or rain, and temperature in a
particular region at a particular time. Scientists measure weather conditions to describe and record the weather and to
notice patterns over time. Plants and animals (including humans) respond to different weather conditions in different
ways. Students who demonstrate this understanding can:
Analyze and interpret local weather condition data (including precipitation, wind, temperature, and cloud
K.E.3A.1
cover) to describe weather patterns that occur from day to day, using simple graphs and pictorial weather
symbols.
K.E.3A.2
Develop and use models to predict seasonal weather patterns and changes.
Obtain and communicate information to support claims about how changes in seasons affect plants and
K.E.3A.3
animals.
Define problems caused by the effects of weather on human activities and design solutions or devices to solve
K.E.3A.4
the problem.

PHYSICAL SCIENCE: EXPLORING PROPERTIES of OBJECTS and MATERIALS

Standard K.P.4: The student will demonstrate an understanding of the observable properties of matter.
K.P.4A. Conceptual Understanding: Objects can be described and classified by their observable properties, by their
uses, and by whether they occur naturally or are manufactured (human-made). Different properties of objects are suited
for different purposes. Students who demonstrate this understanding can:
Analyze and interpret data to compare the qualitative properties of objects (such as size, shape, color, texture,
K.P.4A.1
weight, flexibility, attraction to magnets, or ability to sink or float) and classify objects based on similar
properties.
Develop and use models to describe and compare the properties of different materials (including wood,
K.P.4A.2
plastic, metal, cloth, and paper) and classify materials by their observable properties, by their uses, and by
whether they are natural or human-made.
Conduct structured investigations to answer questions about which materials have the properties that are best
K.P.4A.3
suited to solve a problem or need.

13
as typed by L. Crane

SOCIAL STUDIES S O U T H

CAROLINA

STATE

STANDARDS

K
2011 Standards

FOUNDATIONS OF SOCIAL STUDIES: CHILDREN AS CITIZENS

Standard K-1: The student will demonstrate an understanding of his or her surroundings.
Enduring Understanding: Maps and other geographic representations can communicate information about the location
and features of ones surroundings. To access and utilize geographic information efficiently, effectively, and accurately,
the student will utilize the knowledge and skills set forth in the previous indicators.
K-1.1
Identify the location of his or her home, school, neighborhood, and city or town on a map.
K-1.2
Illustrate the features of his or her home, school, and neighborhood by creating maps, models, and drawings.
K-1.3
Identify his or her personal connections to places, including home, school, neighborhood, and city or town.
K-1.4
Recognize natural features of his or her environment (e.g., mountains and bodies of water).
Social Studies Literacy Skills for the Twenty-First Century:
Interpret information from a variety of studies resources.
Recognize maps, mental maps, and geographic models as representations of spatial relationships.
Find and describe the locations and conditions of places.

Standard K-2: The student will demonstrate an understanding of the purpose of rules and the role of authority
figures in a childs life.
Enduring Understanding: Rules and authority figures provide order, security, and safety in the home, school, and larger
community. To participate effectively in civic life by acting responsibly with the interest of the larger community in
mind, the student will utilize the knowledge and skills set forth in the previous indicators.
K-2.1
Explain the purpose of rules and laws and the consequences of breaking them.
K-2.2
Summarize the roles of authority figures in a childs life, including those of parents and teachers.
Identify authority figures in the school and the community who enforce rules and laws that keep people safe,
K-2.3
including crossing guards, bus drivers, firefighters, and police officers.
Explain how following rules and obeying authority figures reflect qualities of good citizenship, including
K-2.4
honesty, responsibility, respect, fairness, and patriotism.
Social Studies Literacy Skills for the Twenty-First Century:
Interpret information from a variety of studies resources.
Identify his or her place in the family, school, and community.
Practice responsible citizenship within his or her school, community, and state.

Standard K-3: The student will demonstrate an understanding of the values that American democracy represents
and upholds.
Enduring Understanding: The core values of American democracy are reflected in the traditions and history of our
country. To make connections among those traditions, history, and values, the student will utilize the knowledge and
skills set forth in the previous indicators.
Recognize the significance of symbols of the United States that represent its democratic values, including the
K-3.1
American flag, the bald eagle, the Statue of Liberty, the Pledge of Allegiance, and The Star-Spangled
Banner.
Identify the reasons for our celebrating national holidays, including Veterans Day, Thanksgiving, Martin
K-3.2
Luther King Jr. Day, Presidents Day, Memorial Day, and Independence Day.
Describe the actions of important figures that reflect the values of American democracy, including George
K-3.3
Washington, Abraham Lincoln, Susan B. Anthony, Rosa Parks, and Martin Luther King Jr.
Social Studies Literacy Skills for the Twenty-First Century:
Distinguish between past, present, and future time.
Measure and calculate calendar time.
Interpret information from a variety of social studies resources.

14
as typed by L. Crane

SOCIAL STUDIES S O U T H

CAROLINA

STATE

STANDARDS

K
2011 Standards

FOUNDATIONS OF SOCIAL STUDIES: CHILDREN AS CITIZENS

Standard K-4: The student will demonstrate an understanding of the way families live and work together today as
well as in the past.
Enduring Understanding: We can better understand ourselves and other by examining American families in the present
and in the past. To make connections between the past and the present, the student will utilize the knowledge and skills
set forth in the previous indicators.
K-4.1
Compare the daily lives of children and their families in the past and in the present.
Explain how changes in modes of transportation and communication have affected the way families live and
K-4.2
work together.
Recognize the ways that community businesses have provided goods and services for families in the past and
K-4.3
do so in the present.
Recognize that families of the past have made choices to fulfill their wants and needs and that families do so
K-4.4
in the present.
Social Studies Literacy Skills for the Twenty-First Century:
Distinguish between past, present, and future time.
Interpret information from a variety of social studies resources.
Distinguish between wants and needs and between consumers and producers.

15
as typed by L. Crane