We have not matched our lessons to North Carolina yet, so these standards have no dots.
English Language Arts 54 standards
Reading Foundational Skills
Reading Foundational Skills
RF.K.1 Demonstrate understanding of the organization and basic features of print.
RF.K.1aFollow words from left to right, top to bottom, and page by page.
RF.K.1bRecognize that spoken words are represented in written language by specific sequences of letters.
RF.K.1cUnderstand that words are separated by spaces in print.
RF.K.1dRecognize and name all upper- and lowercase letters of the alphabet.
RF.K.2Print upper- and lowercase letters.
RF.K.3 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.3aRecognize and produce rhyming words.
RF.K.3bCount, pronounce, blend, and segment syllables in spoken words.
RF.K.3cBlend and segment onsets and rimes of single-syllable spoken words.
RF.K.3dIsolate 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/.)
RF.K.3eAdd or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.4 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.4aDemonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
RF.K.4bAssociate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.4cRead common high-frequency words by sight.
RF.K.4dDistinguish between similarly spelled words by identifying the sounds of the letters that differ."
RF.K.5Read emergent-reader texts with purpose and understanding.
Reading Literature
Reading Literature
RL.K.1With prompting and support, ask and answer questions about key details in a text.
RL.K.2With prompting and support, retell familiar stories, including key details.
RL.K.3With prompting and support, identify characters, settings, and major events in a story.
RL.K.4With prompting and support, ask and answer questions about words in a text that suggest feelings or appeal to the senses.
RL.K.5Recognize common types of texts.
RL.K.6With prompting and support, define the role of the author and illustrator in telling the story.
RL.K.7With prompting and support, describe how the words and illustrations work together to tell a story.
RL.K.9With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
RL.K.10Actively engage in group reading activities with purpose and understanding.
Reading Informational Text
Reading Informational Text
RI.K.1With prompting and support, ask and answer questions about key details in a text.
RI.K.2With prompting and support, identify the main topic and retell key details of a text.
RI.K.3With prompting and support, describe the connection between two individuals, events,
RI.K.4With prompting and support, ask and answer questions about words in a text.
RI.K.5Identify the front cover, back cover, and title page of a book.
RI.K.6With prompting and support, define the role of the author and illustrator in presenting the ideas or information in a text.
RI.K.7With prompting and support, describe how the words and illustrations work together to provide information.
RI.K.8Begins in grade 1.
RI.K.9With prompting and support, identify basic similarities in and differences between two texts on the same topic.
RI.K.10Actively engage in group reading activities with purpose and understanding.
Writing
Writing
W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book.
W.K.1aWith guidance and support from adults, respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed."
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
W.K.2aWith guidance and support from adults, respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed."
W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and with guidance and support, provide a reaction to what happened.
W.K.3aWith guidance and support from adults, respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed."
W.K.4With guidance and support from adults, explore a variety of digital tools and resources to produce and publish writing, either in collaboration with peers or in a whole group setting.
W.K.5Participate in shared investigation of grade appropriate topics and writing projects.
W.K.6With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening
Speaking and Listening
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.1aFollow agreed-upon rules for discussions.
SL.K.1bContinue a conversation through multiple exchanges.
SL.K.2Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
SL.K.3Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
SL.K.4Speak audibly and express thoughts, feelings, and ideas clearly.
SL.K.5Add drawings or other visual displays to descriptions as desired to provide additional detail.
Language
Language
L.K.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the K-1 grammar continuum.
L.K.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the K-1 conventions continuum.
L.K.3(Begins in grade 2)
L.K.4Determine and/or clarify the meaning of unknown words and phrases based on kindergarten reading and content: context clues, word parts, and word relationships.
L.K.5 With guidance and support from adults, explore nuances in word meanings.
L.K.5aSort common objects into categories to gain a sense of the concepts the categories represent.
L.K.5bDemonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
L.K.5cDistinguish shades of meaning among verbs describing the same general action by acting out the meanings.
L.K.6Use words and phrases learned through conversations, reading and being read to, and responding to texts.
Mathematics 34 standards
Counting and Cardinality
Know number names and the counting sequence.
NC.K.CC.1 Know number names and recognize patterns in the counting sequence by:
Counting to 100 by ones.
Counting to 100 by tens.
NC.K.CC.2Count forward beginning from a given number within the known sequence, instead of having to begin at 1.
NC.K.CC.3Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no objects.
Count to tell the number of objects.
NC.K.CC.4 Understand the relationship between numbers and quantities.
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one-to-one correspondence).
Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality).
State the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing).
NC.K.CC.5 Count to answer “How many?” in the following situations.
Given a number from 1–20, count out that many objects.
Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater.
Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many.
Given 10 objects in a scattered arrangement, identify how many.
Compare numbers.
NC.K.CC.6Identify whether the number of objects, within 10, in one group is greater than, less than, or equal to the number of objects in another group, by using matching and counting strategies.
NC.K.CC.7Compare two numbers, within 10, presented as written numerals.
Operations and Algebraic Thinking
Understand addition and subtraction
NC.K.OA.1 Represent addition and subtraction, within 10:
Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions.
Demonstrate understanding of addition and subtraction by making connections among representations.
NC.K.OA.2 Solve addition and subtraction word problems, within 10, using objects or drawings to represent the problem, when solving:
Add to/Take From-Result Unknown
Put Together/ Take Apart (Total Unknown and Two Addends Unknown)
NC.K.OA.3Decompose numbers less than or equal to 10 into pairs in more than one way using objects or drawings, and record each decomposition by a drawing or expression.
NC.K.OA.4For any number from 0 to 10, find the number that makes 10 when added to the given number using objects or drawings, and record the answer with a drawing or expression.
NC.K.OA.6Recognize and combine groups with totals up to 5 (conceptual subitizing).
NC.K.OA.5Demonstrate fluency with addition and subtraction within 5.
Number and Operations in Base Ten
Build foundation for place value.
NC.K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones by:
Using objects or drawings.
Recording each composition or decomposition by a drawing or expression.
Understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Measurement and Data
Describe and compare measurable attributes.
NC.K.MD.1Describe measurable attributes of objects; and describe several different measurable attributes of a single object.
NC.K.MD.2Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.
Classify objects and count the number of objects in each category.
NC.K.MD.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Geometry
Identify and describe shapes.
NC.K.G.1Describe objects in the environment using names of shapes, and describe the relative positions of objects using positional terms.
NC.K.G.2Correctly name squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres regardless of their orientations or overall size.
NC.K.G.3Identify squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres as two-dimensional or three-dimensional.
Analyze, compare, create, and compose shapes.
NC.K.G.4Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, attributes and other properties.
NC.K.G.5 Model shapes in the world by:
Building and drawing triangles, rectangles, squares, hexagons, circles.
Building cubes, cones, spheres, and cylinders.
NC.K.G.6Compose larger shapes from simple shapes.
Science 11 standards
Matter and its Interactions
PS.K.1 Understand how objects are described based on their physical properties and how they are used.
PS.K.1.1Analyze and interpret data to classify objects by physical properties (size, color, shape, texture, weight and flexibility).
PS.K.1.2Engage in argument from evidence to summarize how different materials (clay, wood, cloth, paper, etc.) are used based on their physical properties.
Motion and Stability- Forces and Interactions
PS.K.2 Understand the positions and motions of objects and organisms observed in the environment.
PS.K.2.1Use models to compare the relative position of various objects observed in the classroom and outside using position words such as: in front of, behind, between, on top of, under, above, below, beside.
PS.K.2.2Carry out investigations to illustrate different ways objects and organisms move (to include falling to the ground when dropped): straight, zigzag, round and round, back and forth, fast and slow.
From Molecules to Organisms- Structures and Processes
LS.K.1 Understand the characteristics of living organisms and nonliving things.
LS.K.1.1Engage in argument from evidence to summarize the characteristics of living organisms and nonliving things in terms of their: structure, growth, changes, movement, basic needs.
LS.K.1.2Use models to exemplify how animals use their body parts to obtain food and other resources, protect themselves, and move from place to place.
Heredity- Inheritance and Variation of Traits
LS.K.2 Understand characteristics of organisms that make them alike and different.
LS.K.2.1Analyze and interpret data to compare the characteristics of different types of the same animal to determine individual similarities and differences.
LS.K.2.2Analyze and interpret data to compare the characteristics of different types of the same plant to determine individual similarities and differences.
Earth’s Systems
ESS.K.1 Understand change and observable patterns of weather that occur from day to day and throughout the year.
ESS.K.1.1Analyze and interpret data to compare changes in the environment due to weather.
ESS.K.1.2Use mathematics and computational thinking to summarize daily weather conditions noting changes that occur from day to day and throughout the year.
ESS.K.1.3Obtain, evaluate and communicate information to compare weather patterns that occur from season to season.
Social Studies 25 standards
Inquiry
Compelling Questions
I.1.1Identify inquiry as a process to answer questions and solve issues.
I.1.2Recognize a compelling question with prompting and support.
I.1.3Explain why or how a compelling question is important to a topic or issue.
Supporting Questions
I.1.4Identify what questions are needed to support the compelling question.
I.1.5Recognize how supporting questions connect to compelling questions.
Gathering and Evaluating Sources
I.1.6Demonstrate an understanding of facts, opinions, and other details in sources.
I.1.7Identify the information surrounding a primary or secondary source including who created it, when they created it, where they created it, and why they created it.
Communicating Ideas
I.1.8Construct responses to compelling questions using information from sources.
Taking Informed Action
I.1.9Identify problems related to the compelling question that students think are important.
Behavioral Sciences
K.B.1 Understand cultural practices in local communities and around the world.
K.B.1.1Identify cultural practices in local communities and around the world.
K.B.1.2Compare cultural practices of people in local communities and around the world.
K.B.1.3Summarize stories that illustrate how positive character traits such as empathy, resilience, and respect, help people contribute to their communities.
Civics and Government
K.C&G.1 Understand that people work together to create and follow rules.
K.C&G.1.1Explain why people follow rules in the classroom, school, and community.
K.C&G.1.2Exemplify ways people follow rules in the classroom, school, and community.K.C&G.1.3 Identify the consequences of following or not following rules in the classroom, school, and community.
K.C&G.1.4Use a procedure for how people can effectively work together to improve classrooms and communities.
Economics
K.E.1 Analyze basic economic concepts.
K.E.1.1Differentiate between needs and wants.
K.E.1.2Differentiate between goods and services.
Geography
K.G.1 Apply simple geographic representations, tools, and terms to describe surroundings.
K.G.1.1Use maps, globes, and/or digital representations to locate places in the classroom, school, community, and around the world.
K.G.1.2Identify physical features of places using maps, globes, and/or digital representations.
K.G.1.3Identify locations in the classroom, community, and around the world with positional words.
K.G.2 Understand interactions between humans and the environment.
K.G.2.1Explain ways people around the world use natural resources.
K.G.2.2Explain how the environment influences people to move from place to place.
History
K.H.1 Understand change over time.
K.H.1.1Exemplify ways in which people change over time.
K.H.1.2Explain how various events have shaped history.
K.H.1.3Compare life in the past to life today within the home, community, and around the world.
More Information: North Carolina Dates, Sources and Homeschool Law
North Carolina Standard Course of Study, published by the North Carolina Department of Public Instruction (NC DPI).
Adopted by the state: English 2017, Math 2017, Science 2023, Social Studies 2021
Last checked by NexStudents: September 25, 2026
Copied from the state's own files, word for word. States revise their standards,
so check the state's page for the current version.
Social Studies 25 standards
Inquiry
Behavioral Sciences
Civics and Government
Economics
Geography
History