Welcome to
Kindergarten

• RF.K.1: Demonstrate understanding of the organization and basic features of print.
• RF.K.2: Print upper- and lowercase letters.
• RF.K.3: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
• RF.K.4: Know and apply grade-level phonics and word analysis skills in decoding words.

• RL.K.1: With prompting and support, ask and answer questions about key details in a text.
• RL.K.2: With prompting and support, retell familiar stories, including key details.
• RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
• RL.K.4: With prompting and support, ask and answer questions about words in a text that suggest feelings or appeal to the senses.
• RL.K.5: Recognize common types of text.
• RL.K.6: With prompting and support, define the role of the author and illustrator in telling a story.
• RL.K.7: With prompting and support, describe how the words and illustrations work together to tell a story.
• RL.K.10: Actively engage in group reading activities with purpose and understanding.
• RI.K.1: With prompting and support, ask and answer questions about key details in a text.
• RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
• RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
• RI.K.4: With prompting and support, ask and answer questions about words in a text.
• RI.K.5: Identify the front cover, back cover, and title page of a book.
• RI.K.6: With prompting and support, define the role of the author and illustrator in presenting the ideas or information in a text.
• RI.K.7: With prompting and support, describe how the words and illustrations work together to provide information.
• RI.K.9: With prompting and support, identify the basic similarities in and differences between two texts on the same topic.
• RI.K.10: Actively engage in group reading activities with purpose and understanding.
• 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.2: Confirm 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.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
• SL.K.4: Speak audibly and express thoughts, feelings, and ideas clearly.
• 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.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 provide a reaction to what happened.

• RF.K.1: Demonstrate understanding of the organization and basic features of print.
• RF.K.2: Print upper- and lowercase letters.
• RF.K.3: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
• RF.K.4: Know and apply grade-level phonics and word analysis skills in decoding words.

• RL.K.1: With prompting and support, ask and answer questions about key details in a text.
• RL.K.2: With prompting and support, retell familiar stories, including key details.
• RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
• RL.K.4: With prompting and support, ask and answer questions about words in a text that suggest feelings or appeal to the senses.
• RL.K.5: Recognize common types of text.
• RL.K.6: With prompting and support, define the role of the author and illustrator in telling a story.
• RL.K.7: With prompting and support, describe how the words and illustrations work together to tell a story.
• RL.K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
• RL.K.10: Actively engage in group reading activities with purpose and understanding.
• RI.K.1: With prompting and support, ask and answer questions about key details in a text.
• RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
• RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
• RI.K.4: With prompting and support, ask and answer questions about words in a text.
• RI.K.5: Identify the front cover, back cover, and title page of a book.
• RI.K.6: With prompting and support, define the role of the author and illustrator in presenting the ideas or information in a text.
• RI.K.7: With prompting and support, describe how the words and illustrations work together to provide information.
• RI.K.9: With prompting and support, identify the basic similarities in and differences between two texts on the same topic.
• RI.K.10: Actively engage in group reading activities with purpose and understanding.
• W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loose events.
• W.K.6: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
• 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.2: Confirm 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.4: Speak audibly and express thoughts, feelings, and ideas clearly.

• RF.K.1: Demonstrate understanding of the organization and basic features of print.
• RF.K.2: Print upper- and lowercase letters.
• RF.K.3: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
• RF.K.4: Know and apply grade-level phonics and word analysis skills in decoding words.

• RL.K.1: With prompting and support, ask and answer questions about key details in a text.
• RL.K.2: With prompting and support, retell familiar stories, including key details.
• RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
• RL.K.4: With prompting and support, ask and answer questions about words in a text that suggest feelings or appeal to the senses.
• RL.K.5: Recognize common types of text.
• RL.K.6: With prompting and support, define the role of the author and illustrator in telling a story.
• RL.K.7: With prompting and support, describe how the words and illustrations work together to tell a story.
• RL.K.10: Actively engage in group reading activities with purpose and understanding.
• RI.K.1: With prompting and support, ask and answer questions about key details in a text.
• RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
• RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
• RI.K.4: With prompting and support, ask and answer questions about words in a text.
• RI.K.5: Identify the front cover, back cover, and title page of a book.
• RI.K.6: With prompting and support, define the role of the author and illustrator in presenting the ideas or information in a text.
• RI.K.7: With prompting and support, describe how the words and illustrations work together to provide information.
• RI.K.9: With prompting and support, identify the basic similarities in and differences between two texts on the same topic.
• RI.K.10: Actively engage in group reading activities with purpose and understanding.
• 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.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.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events.
• W.K.5: Participate in shared research and writing projects.
• W.K.6: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
• 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.2: Confirm 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.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
• SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.

• RF.K.1: Demonstrate understanding of the organization and basic features of print.
• RF.K.2: Print upper- and lowercase letters.
• RF.K.3: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
• RF.K.4: Know and apply grade-level phonics and word analysis skills in decoding words.

• RL.K.4: With prompting and support, ask and answer questions about words in a text that suggest feelings or appeal to the senses.
• RL.K.5: Recognize common types of texts.
• RL.K.7: With prompting and support, describe how the words and illustrations work together to tell a story.
• RI.K.7: With prompting and support, describe how the words and illustrations work together to provide information.
• RI.K.9: With prompting and support, identify basic similarities in and differences between two texts on the same topic.
• 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.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.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 provide a reaction to what happened.
• W.K.5: Participate in shared investigation of grade appropriate topics and writing projects.
• W.K.6: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
• 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.2: Confirm 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.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
• SL.K.4: Speak audibly and express thoughts, feelings, and ideas clearly.

• 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.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no 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.
• 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.MD.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

• 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.2: Count forward beginning from a given number within the known sequence, instead of having to begin at 1.
• NC.K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no 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.
• NC.K.G.1: Describe objects in the environment using names of shapes, and describe the relative positions of objects using positional terms.
• NC.K.G.2: Correctly name squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres regardless of their orientations or overall size.
• NC.K.G.3: Identify squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres as two-dimensional or three-dimensional.
• NC.K.G.4: Analyze 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.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.2: Count forward beginning from a given number within the known sequence, instead of having to begin at 1.
• NC.K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no 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.
• NC.K.CC.6: Identify 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.7: Compare two numbers, within 10, presented as written numerals.
• NC.K.MD.1: Describe measurable attributes of objects; and describe several different measurable attributes of a single object.
• NC.K.MD.2: Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference.
• NC.K.MD.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

• 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.2: Count forward beginning from a given number within the known sequence, instead of having to begin at 1.
• NC.K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no 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.
• 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.3: Decompose 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.G.6: Compose larger shapes from simple shapes.

• 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.2: Count forward beginning from a given number within the known sequence, instead of having to begin at 1.
• NC.K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no 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.
• 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.3: Decompose 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.4: For 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.5: Demonstrate fluency with addition and subtraction within 5.
• NC.K.OA.6: Recognize and combine groups with totals up to 5 (conceptual subitizing).
• NC.K.G.6: Compose larger shapes from simple shapes.

• 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.2: Count forward beginning from a given number within the known sequence, instead of having to begin at 1.
• NC.K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no 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.
• 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.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.

• LS.K.1: Understand the characteristics of living organisms and nonliving things.
• LS.K.1.1: Engage 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.1.2: Use models to exemplify how animals use their body parts to obtain food and other resources, protect themselves, and move from place to place.

• LS.K.2: Understand characteristics of organisms that make them alike and different.
• LS.K.2.1: Analyze and interpret data to compare the characteristics of different types of the same animal to determine individual similarities and differences.
• LS.K.2.2: Analyze and interpret data to compare the characteristics of different types of the same plant to determine individual similarities and differences.

• PS.K.1: Understand how objects are described based on their physical properties and how they are used.
• PS.K.1.1: Analyze and interpret data to classify objects by physical properties (size, color, shape, texture, weight and flexibility).
• PS.K.1.2: Engage in argument from evidence to summarize how different materials (clay, wood, cloth, paper, etc.) are used based on their physical properties.

• PS.K.2: Understand the positions and motions of objects and organisms observed in the environment.
• PS.K.2.1: Use 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.2.2: Carry 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.

• ESS.K.1: Understand changes and observable patterns of weather that occur from day to day and throughout the year.
• ESS.K.1.1: Analyze and interpret data to compare changes in the environment due to weather.
• ESS.K.1.2: Use mathematics and computational thinking to summarize daily weather conditions, noting changes that occur from day to day and throughout the year.
• ESS.K.1.3: Obtain, evaluate, and communicate information to compare weather patterns that occur from season to season.

K.MEH.1: Remember the association of healthy expression of emotions, mental health, and healthy behavior.

• K.MEH.1.1: Recognize feelings and ways of expressing them.
• K.MEH.1.2: Recall stressors and stress responses.
• K.MEH.1.3: Illustrate personal responsibility for actions and possessions.

K.PCH.1: Apply measures for cleanliness and disease prevention.

K.PCH.2: Understand necessary steps to prevent and respond to unintentional injury.

• K.PCH.1.1: Use steps of correct hand washing at appropriate times throughout the day.
• K.PCH.1.2: Illustrate proper tooth brushing techniques.
• K.PCH.1.3: Explain rationale for not sharing hygiene products (combs, brushes, toothbrushes).
• K.PCH.2.1: Recognize the meanings of traffic signs and signals.
• K.PCH.2.2: Explain the benefits of wearing seat belts and bicycle helmets.
• K.PCH.2.3: Illustrate how to get help in an emergency.
• K.PCH.2.4: Identify appropriate responses to warning signs, sounds, and labels.

K.ICR.1: Understand healthy and effective interpersonal communication and relationships.

• K.ICR.1.1: Explain reasons for sharing.
• K.ICR.1.2: Compare people in terms of what they have in common and how they are unique.
• K.ICR.1.3: Summarize protective behaviors to use when approached by strangers.
• K.ICR.1.4: Recognize bullying, teasing, and aggressive behaviors and how to respond.

K.NPA.1: Understand My Plate as a tool for selecting nutritious foods.

K.NPA.2: Understand the importance of consuming a variety of nutrient dense foods and beverages in moderation.

• K.NPA.1.1: Classify foods by groups in My Plate.
• K.NPA.1.2: Recall foods and beverages beneficial to teeth and bones.
• K.NPA.1.3: Recall activities for fitness and recreation during out of school hours.
• K.NPA.2.1: Recognize nutrient-dense foods in a list of foods that are culturally diverse.
• K.NPA.2.2: Summarize the importance of a healthy breakfast and lunch.

K.ATOD.1: Understand how to use household products and medicines safely.

• K.ATOD.1.1: Explain what is likely to happen if harmful household products are ingested or inhaled.
• K.ATOD.1.2: Classify things found around the house as medicinal drugs or other (e.g. candy).
• K.ATOD.1.3: Identify adults and professionals who can be trusted to provide safety information about household products and medicines.
• K.ATOD.1.4: Use appropriate strategies to access help when needed in emergencies involving household products and medicines.

PE.K.MS.1: Apply competent motor skills and movement patterns needed to perform a variety of physical activities.

• PE.K.MS.1.1: Execute recognizable forms of the basic locomotor skills.
• PE.K.MS.1.2: Use recognizable forms of the basic manipulative skills.
• PE.K.MS.1.3: Create transitions between sequential locomotor skills.
• PE.K.MS.1.4: Use non-locomotor and locomotor skills in response to even and uneven rhythms in order to integrate beat awareness.

PE.K.MC.2: Understand concepts, principles, strategies, and tactics that apply to the learning and performance of movement.

• PE.K.MC.2.1: Understand the meaning of words and terms associated with movement.
• PE.K.MC.2.2: Identify one or more of the essential elements of correct form for the five fundamental manipulative skills.
• PE.K.MC.2.3: Use teacher feedback to improve basic motor performance.
• PE.K.MC.2.4: Illustrate activities that increase heart rate.

PE.K.HF.3: Understand the importance of achieving and maintaining a health-enhancing level of physical fitness.

• PE.K.HF.3.1: Recognize one or more of the five health-related fitness assessments and the associated exercises.
• PE.K.HF.3.2: Identify opportunities for increased physical activity.
• PE.K.HF.3.3: Select moderate-to-vigorous physical activity (MVPA) and sustain for periods of accumulated time.

PE.K.PR.4: Use behavioral strategies that are responsible and enhance respect of self and others and value activity.

• PE.K.PR.4.1: Use basic strategies and concepts for working cooperatively in group settings.
• PE.K.PR.4.2: Understand how social interaction can make activities more enjoyable.
• PE.K.PR.4.3: Use safe practices when engaging in physical education activities.