Reading Foundational Skills |
| RF.K: Print Concepts |
| RF.K.1 | Demonstrate understanding of the organization and basic features of print. |
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| RF.K.1a | Follow words from left to right, top to bottom, and page by page. |
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| RF.K.1b | Recognize that spoken words are represented in written language by specific sequences of letters. |
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| RF.K.1c | Understand that words are separated by spaces in print. |
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| RF.K.1d | Recognize and name all upper- and lowercase letters of the alphabet. |
| Phonological awareness |
| RF.K.2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
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| RF.K.2a | Recognize and produce rhyming words. |
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| RF.K.2b | Count, pronounce, blend, and segment syllables in spoken words. |
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| RF.K.2c | Blend and segment onsets and rimes of single-syllable spoken words. |
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| RF.K.2d | Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) |
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| RF.K.2e | Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. |
| Phonics and Word recognition |
| RF.K.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
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| RF.K.3a | Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. |
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| RF.K.3b | Associate the long and short sounds with common spellings (graphemes) for the five major vowels. |
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| RF.K.3c | Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). |
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| RF.K.3d | Distinguish between similarly spelled words by identifying the sounds of the letters that differ. |
Geometry |
| K.G: Identify And Describe Shapes (Squares, Circles, Triangles, Rectangles, Hexagons, Cubes, Cones, Cylinders, And Spheres). |
| K.G.1 | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. |
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| K.G.2 | Correctly name shapes regardless of their orientations or overall size. |
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| K.G.3 | Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”). |
Number And Operations In Base Ten |
| K.NBT: Work With Numbers 11–19 To Gain Foundations For Place Value. |
| K.NBT.1 | Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. |
Operations And Algebraic Thinking |
| K.OA: Understand Addition As Putting Together And Adding To, And Under- Stand Subtraction As Taking Apart And Taking From. |
| K.OA.1 | Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. |
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| K.OA.2 | Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. |
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| K.OA.3 | Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). |
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| K.OA.4 | For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. |
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| K.OA.5 | Fluently add and subtract within 5. |
Topics align with the fundamentals of the Montessori Method.
Mini-games are clearly Montessori-inspired.
Fundamental math skills are incorporated into the app.
Kids can practice life skills like sorting and applying logic.
Kids earn coins for completing mini-games.
