Building a Healthy Me! supports teaching and learning related to standards across the curriculum in order to help children develop healthy eating habits. The following alignment is based on the integrated skills, understandings, and related resources for each core activity and unit section. Optional Extension Activities are indicated with an asterisk (*). CALIFORNIA EDUCATION STANDARDS, KINDERGARTEN Activity 1: Snacking Rhymes California Nutrition Competencies Nutrition Education Resource Guide for California Public Schools, Kindergarten through Grade Twelve, 2011 = Health education content standard in the Nutrition and Physical Activity content area; the specific standard is indicated in parentheses. Nutrition Education Competency 1: Students will know the relationships among nutrition, physiology, and enhancing health. a. Know the six nutrient groups and their functions. Identify the variety of foods of plant origin. Classify plant foods, such as fruits, vegetables, and grains. Identify the variety of foods of animal origin, such as eggs, fish, poultry, beef, and milk. b. Know nutrition and health guidelines. Name a variety of healthy foods and explain why they are necessary for energy and good health.(1.1.n) Identify a variety of healthy snacks. (1.2. N) Nutrition Education Competency 2: Students will demonstrate the ability to analyze internal and external factors influencing food choices and health outcomes. Identify one influence on food choices. Nutrition Education Competency 4: All students will demonstrate the ability to use interpersonal communication skills to optimize food choices and health outcomes. Say or show how to politely say no when refusing food when full or how to indicate preferences for some foods. Nutrition Education Competency 5: Students will demonstrate the ability to use decision-making skills to optimize food choices and health outcomes. Talk about a choice between two foods. Nutrition Education Competency 7: Students will demonstrate the ability to practice nutrition-related behaviors that reduce risk and promote health. Select nutritious snacks.(7.1.n) Choose healthy foods in a variety of settings.(7.3.n) Nutrition Education Competency 8: Students will demonstrate the ability to promote and support a sustainable, nutritious food supply and healthy lifestyles for families and communities. Identify and try a new fruit or vegetable. California Health Education Content Standards (March 2008) Nutrition and Physical Activity 1.1.N Name a variety of healthy foods and explain why they are necessary for good health. 1.2.N Identify a variety of healthy snacks. Standard 7: Practicing Health-Enhancing Behaviors 7.1.N Select nutritious snacks. 2013 Dairy Council of California Page 1 of 11 HealthyEating.org
Activity 1: Snacking Rhymes 7.3.N Choose healthy foods in a variety of settings. Growth and Development 1.5.G Name body parts and their functions. Mental, Emotional, and Social Health 1.5.M Describe and practice situations when it is appropriate to use Please, Thank you, Excuse me, and I m sorry. Standard 4: Interpersonal Communication 4.1.M Show how to express personal needs and wants appropriately. Physical Education Model Content Standards for California Public Schools, Kindergarten Through Grade Twelve(Adopted January 2005, Reposted September 17, 2010) STANDARD 2: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Body Management 2.3 Identify and describe parts of the body: the head, shoulders, neck, back, chest, waist, hips, arms, elbows, wrists, hands, fingers, legs, knees, ankles, feet, and toes. Science Content Standards for California Public Schools, Kindergarten Through Grade Twelve (October 1998) Physical Sciences 1. Properties of materials can be observed, measured, and predicted. As a basis for understanding this concept: a. Students know objects can be described in terms of the materials they are made of (e.g., clay, cloth, paper) and their physical properties (e.g., color, size, shape, weight, texture, flexibility, attraction to magnets, floating, sinking). Life Sciences 2. Different types of plants and animals inhabit the earth. As a basis for understanding this concept: c. Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs). California s Common Core Content Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (Adopted 2010; Updated March 2013) Reading Standards: Foundational Skills Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. Speaking and Listening Standards Comprehension and Collaboration SL.CCR Anchor Standard 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 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. a. Understand and follow one- and two-step oral directions. CA Presentation of Knowledge and Ideas SL.CCR Anchor Standard 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.CCR Anchor Standard 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. 6. Speak audibly and express thoughts, feelings, and ideas clearly. 2013 Dairy Council of California Page 2 of 11 HealthyEating.org
Activity 1: Snacking Rhymes Language Standards Conventions of Standard English L.CCR Anchor Standard 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f. Produce and expand complete sentences in shared language activities. Vocabulary Acquisition and Use L.CCR Anchor Standard 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 5. With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. L.CCR Anchor Standard 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. California s Common Core Content Standards for Mathematics (Adopted 2010; Updated January 2013) Measurement and Data Classify objects and count the number of objects in each category. 3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 2013 Dairy Council of California Page 3 of 11 HealthyEating.org
Activity 2: Move for healthy snacks. California Nutrition Competencies Nutrition Education Resource Guide for California Public Schools, Kindergarten through Grade Twelve, 2011 = Health education content standard in the Nutrition and Physical Activity content area; the specific standard is indicated in parentheses. Nutrition Education Competency 1: Students will know the relationships among nutrition, physiology, and enhancing health. a. Know the six nutrient groups and their functions. Identify the variety of foods of plant origin. Classify plant foods, such as fruits, vegetables, and grains. Identify the variety of foods of animal origin, such as eggs, fish, poultry, beef, and milk. b. Know nutrition and health guidelines. Name a variety of healthy foods and explain why they are necessary for energy and good health.(1.1.n) Identify a variety of healthy snacks. (1.2. N) c. Know factors affecting energy balance. Identify a form of physical activity that children enjoy at school and at home. Nutrition Education Competency 2: Students will demonstrate the ability to analyze internal and external factors influencing food choices and health outcomes. Identify one influence on food choices. Recognize that not all products advertised or sold are good for them.(2.1.n) Nutrition Education Competency 3: All students will demonstrate the ability to access nutrition information, products, and services to analyze the accuracy and validity of nutrition claims. Demonstrate the difference between good advice about food choices and advertisements for products, such as highsugar cereals. Nutrition Education Competency 5: Students will demonstrate the ability to use decision-making skills to optimize food choices and health outcomes. Talk about a choice between two foods. Nutrition Education Competency 7: Students will demonstrate the ability to practice nutrition-related behaviors that reduce risk and promote health. Select nutritious snacks.(7.1.n) Choose healthy foods in a variety of settings.(7.3.n) California Health Education Content Standards (March 2008) Nutrition and Physical Activity 1.1.N Name a variety of healthy foods and explain why they are necessary for good health. 1.2.N Identify a variety of healthy snacks. Standard 2: Analyzing Influences 2.1.N Recognize that not all products advertised or sold are good for them. Standard 7: Practicing Health-Enhancing Behaviors 7.1.N Select nutritious snacks. Growth and Development 1.5.G Name body parts and their functions. 1.6.G Name and describe the five senses. Physical Education Model Content Standards for California Public Schools, Kindergarten Through Grade Twelve(Adopted January 2005, Reposted September 17, 2010) STANDARD 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2013 Dairy Council of California Page 4 of 11 HealthyEating.org
Activity 2: Move for healthy snacks. Movement Concepts 1.1 Travel within a large group, without bumping into others or falling, while using locomotor skills. 1.3 Demonstrate contrasts between slow and fast speeds while using locomotor skills. Body Management 1.6 Balance on one, two, three, four, and five body parts. Rhythmic Skills 1.16 Perform locomotor and nonlocomotor movements to a steady beat. STANDARD 2: Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Movement Concepts 2.2 Identify and independently use personal space, general space, and boundaries and discuss why they are important. Body Management 2.3 Identify and describe parts of the body: the head, shoulders, neck, back, chest, waist, hips, arms, elbows, wrists, hands, fingers, legs, knees, ankles, feet, and toes. 2.4 Explain base of support. Locomotor Movement 2.5 Identify the locomotor skills of walk, jog, run, hop, jump, slide, and gallop. STANDARD 3: Students assess and maintain a level of physical fitness to improve health and performance. Fitness Concepts 3.1 Participate in physical activities that are enjoyable and challenging. STANDARD 4: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. Fitness Concepts 4.1 Identify physical activities that are enjoyable and challenging. STANDARD 5: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Self-Responsibility 5.2 Participate willingly in physical activities. Group Dynamics 5.5 Participate as a leader and a follower during physical activities. Science Content Standards for California Public Schools, Kindergarten Through Grade Twelve (October 1998) Life Sciences 2. Different types of plants and animals inhabit the earth. As a basis for understanding this concept: c. Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs). History-Social Science Content Standards for California Public Schools, Kindergarten Through Grade Twelve (October 1998) History-Social Science Content Standards Learning and Working Now and Long Ago K.1 Students understand that being a good citizen involves acting in certain ways. 1. Follow rules, such as sharing and taking turns, and know the consequences of breaking them. California s Common Core Content Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (Adopted 2010; Updated March 2013) Reading Standards: Foundational Skills Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 2013 Dairy Council of California Page 5 of 11 HealthyEating.org
Activity 2: Move for healthy snacks. Speaking and Listening Standards Comprehension and Collaboration SL.CCR Anchor Standard 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 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. a. Understand and follow one- and two-step oral directions. CA Language Standards Vocabulary Acquisition and Use L.CCR Anchor Standard 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. L.CCR Anchor Standard 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 5. With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. California s Common Core Content Standards for Mathematics (Adopted 2010; Updated January 2013) Measurement and Data Classify objects and count the number of objects in each category. 3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Geometry Analyze, compare, create, and compose shapes. 5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Mathematical Practices 7. Look for and make use of structure. 2013 Dairy Council of California Page 6 of 11 HealthyEating.org
Activity 3: What snack foods Go together? California Nutrition Competencies Nutrition Education Resource Guide for California Public Schools, Kindergarten through Grade Twelve, 2011 = Health education content standard in the Nutrition and Physical Activity content area; the specific standard is indicated in parentheses. Nutrition Education Competency 1: Students will know the relationships among nutrition, physiology, and enhancing health. a. Know the six nutrient groups and their functions. Identify the variety of foods of plant origin. Classify plant foods, such as fruits, vegetables, and grains. Identify the variety of foods of animal origin, such as eggs, fish, poultry, beef, and milk. b. Know nutrition and health guidelines. Name a variety of healthy foods and explain why they are necessary for energy and good health.(1.1.n) Identify a variety of healthy snacks. (1.2. N) Nutrition Education Competency 2: Students will demonstrate the ability to analyze internal and external factors influencing food choices and health outcomes. Identify one influence on food choices. Nutrition Education Competency 5: Students will demonstrate the ability to use decision-making skills to optimize food choices and health outcomes. Talk about a choice between two foods. Nutrition Education Competency 7: Students will demonstrate the ability to practice nutrition-related behaviors that reduce risk and promote health. Select nutritious snacks.(7.1.n) Choose healthy foods in a variety of settings.(7.3.n) Nutrition Education Competency 8: Students will demonstrate the ability to promote and support a sustainable, nutritious food supply and healthy lifestyles for families and communities. Identify and try a new fruit or vegetable. Tell others about trying a healthy snack or new fruit and vegetable. California Health Education Content Standards (March 2008) Nutrition and Physical Activity 1.1.N Name a variety of healthy foods and explain why they are necessary for good health. 1.2.N Identify a variety of healthy snacks. Standard 4: Interpersonal Communication 4.1.N Explain how to ask family members for healthy food options. Standard 7: Practicing Health-Enhancing Behaviors 7.1.N Select nutritious snacks. 7.3.N Choose healthy foods in a variety of settings. Mental, Emotional, and Social Health Standard 2: Analyzing Influences 2.1.M Identify ways family and friends help promote well-being. Standard 4: Interpersonal Communication 4.2.M Cooperate and share with others. Science Content Standards for California Public Schools, Kindergarten Through Grade Twelve (October 1998) Physical Sciences 1. Properties of materials can be observed, measured, and predicted. As a basis for understanding this concept: 2013 Dairy Council of California Page 7 of 11 HealthyEating.org
Activity 3: What snack foods Go together? a. Students know objects can be described in terms of the materials they are made of (e.g., clay, cloth, paper) and their physical properties (e.g., color, size, shape, weight, texture, flexibility, attraction to magnets, floating, sinking). California s Common Core Content Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (Adopted 2010; Updated March 2013) Reading Standards for Informational Text Key Ideas and Details R.CCR Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 1. With prompting and support, ask and answer questions about key details in a text. R.CCR Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 2. With prompting and support, identify the main topic and retell key details of a text. R.CCR Anchor Standard 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure R.CCR Anchor Standard 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 4. With prompting and support, ask and answer questions about unknown words in a text. (See grade K Language standards 4-6 for additional expectations.) CA Integration of Knowledge and Ideas R.CCR Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Range of Reading and Level of Text Complexity R.CCR Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. 10. Actively engage in group reading activities with purpose and understanding. Reading Standards: Foundational Skills Print Concepts 1. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet. Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (Identify which letters represent the five major vowels (Aa, Ee, Ii, Oo, and Uu) and know the long and short sound of each vowel. More complex long vowel graphemes and spellings are targeted in the grade 1 phonics standards.) CA c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Fluency 2013 Dairy Council of California Page 8 of 11 HealthyEating.org
Activity 3: What snack foods Go together? 4. Read emergent-reader texts with purpose and understanding. Speaking and Listening Standards Comprehension and Collaboration SL.CCR Anchor Standard 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.CCR Anchor Standard 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 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. a. Understand and follow one- and two-step oral directions. CA Presentation of Knowledge and Ideas SL.CCR Anchor Standard 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.CCR Anchor Standard 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. 6. Speak audibly and express thoughts, feelings, and ideas clearly. Language Standards Conventions of Standard English L.CCR Anchor Standard 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). f. Produce and expand complete sentences in shared language activities. Vocabulary Acquisition and Use L.CCR Anchor Standard 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. L.CCR Anchor Standard 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. 2013 Dairy Council of California Page 9 of 11 HealthyEating.org
Activity 4: A Rainbow of Healthy Snacks California Nutrition Competencies Nutrition Education Resource Guide for California Public Schools, Kindergarten through Grade Twelve, 2011 = Health education content standard in the Nutrition and Physical Activity content area; the specific standard is indicated in parentheses. Nutrition Education Competency 1: Students will know the relationships among nutrition, physiology, and enhancing health. a. Know the six nutrient groups and their functions. Identify the variety of foods of plant origin. Classify plant foods, such as fruits, vegetables, and grains. Identify the variety of foods of animal origin, such as eggs, fish, poultry, beef, and milk. b. Know nutrition and health guidelines. Name a variety of healthy foods and explain why they are necessary for energy and good health.(1.1.n) Identify a variety of healthy snacks. (1.2. N) Nutrition Education Competency 2: Students will demonstrate the ability to analyze internal and external factors influencing food choices and health outcomes. Identify one influence on food choices. California Health Education Content Standards (March 2008) Nutrition and Physical Activity 1.1.N Name a variety of healthy foods and explain why they are necessary for good health. 1.2.N Identify a variety of healthy snacks. Growth and Development 1.5.G Name body parts and their functions. Mental, Emotional, and Social Health Standard 4: Interpersonal Communication 4.2.M Cooperate and share with others. Science Content Standards for California Public Schools, Kindergarten Through Grade Twelve (October 1998) Life Sciences 2. Different types of plants and animals inhabit the earth. As a basis for understanding this concept: c. Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs). California s Common Core Content Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (Adopted 2010; Updated March 2013) Reading Standards: Foundational Skills Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Speaking and Listening Standards Comprehension and Collaboration SL.CCR Anchor Standard 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). 2013 Dairy Council of California Page 10 of 11 HealthyEating.org
Activity 4: A Rainbow of Healthy Snacks SL.CCR Anchor Standard 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 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. a. Understand and follow one- and two-step oral directions. CA Presentation of Knowledge and Ideas SL.CCR Anchor Standard 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.CCR Anchor Standard 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. 6. Speak audibly and express thoughts, feelings, and ideas clearly. Language Standards Conventions of Standard English L.CCR Anchor Standard 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs. d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). f. Produce and expand complete sentences in shared language activities. Vocabulary Acquisition and Use L.CCR Anchor Standard 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). L.CCR Anchor Standard 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 5. With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). Descriptive words L.CCR Anchor Standard 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. California s Common Core Content Standards for Mathematics (Adopted 2010; Updated January 2013) Measurement and Data Classify objects and count the number of objects in each category. 3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 2013 Dairy Council of California Page 11 of 11 HealthyEating.org