Mapping Cambridge Primary English (Stages 1–6) To Common .

Mapping Cambridge Primary English (Stages 1–6) to Common Core State Standards English(Grades Kindergarten–5)IntroductionCambridge International Examinations has mapped the Cambridge Primary English (Stages 1 to 6) to CCSS English Grades Kindergarten to 5. This mappingdocument shows where the CCSS English standards are covered in the Cambridge Primary English Framework and scheme of work.The Cambridge Primary Framework provides a comprehensive set of progressive learning objectives for English. The objectives detail what the learner shouldknow or what they should be able to do in English in Stages 1 to 6 (the equivalent of the US Grades Kindergarten to 5) of primary education. They provide astructure for teaching and learning and a reference against which learners' ability and understanding can be checked. Each learning objective has a uniquecurriculum framework code, e.g. 1Rf7. These codes appear in the Cambridge Teacher Guide, schemes of work and other published resources.Cambridge Primary English Teacher Guide Appendix D – Opportunities for ICT outlines where in the Cambridge Curriculum Primary Framework opportunities forusing ICT may be used if the equipment is available. A copy of the Teacher Guide and scheme of work, can be found at https://cambridgeprimary.cie.org.uk/Contents (click on page number)CCSS Grade Kindergarten . 2CCSS Grade 1 . 20CCSS Grade 2 . 39CCSS Grade 3 . 56CCSS Grade 4 . 76CCSS Grade 5 . 961 v2 4Y08Mapping Cambridge Primary English (Stages 1–6) to Common Core State Standards English (Grades K–5)

CCSS English StandardsCambridge Primary EnglishCCSS Grade KindergartenStage 1Key ideas and detailsRL.K.1 With prompting & support ask & answer questions about keydetails in a text.Framework – learning objectivesScheme of work – units1Rf6 Anticipate what happens next ina story.Units 1A, 2A, 3A1Rf7 Talk about events in a story andmake simple inferences aboutcharacters and events to showunderstanding.Units 1A, 2A, 3BRL.K.2 With prompting & support, retell familiar stories, including keydetails.1Rf9 Retell stories, with someappropriate use of story language.Units 1A, 2A, 3A, 3B, 3CRL.K.3 With prompting & support, identify characters, settings, & majorevents in a story.1Rf8 Recognise story elements, e.g.beginning, middle and end.Units 1A, 2A, 3A, 3C.RL.K.4 Ask and answer questions about unknown words in a text.1Rf4 Use phonic knowledge to readdecodable words and to attempt tosound out some elements ofunfamiliar words.Units 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B,3C2 v2 4Y08Mapping Cambridge Primary English (Stages 1–6) to Common Core State Standards English (Grades K–5)

Stage 1CCSS Grade KindergartenRL.K.5 Recognize common types of texts (e.g., storybooks, poems).1Rf11 Enjoy a range ofbooks,discussing preferencesUnits 1A, 2A, 3A, 1C, 2C, 3C1Rf7 Talk about events in a storyand make simple inferences aboutcharacters and events to showunderstandingOngoing work in reading, Units 1A, 2ARL.K.6 With prompting and support, name the authorand illustrator of a story and define the role of each in telling the story.RL.K.7 With prompting and support, describe therelationship between illustrations and the story in which they appear (e.g.,what moment in a story an illustration depicts).RL.K.8 (Not applicable to literature).RL.K.9 With prompting and support, compare andcontrast the adventures and experiences of characters in familiar stories.3 v2 4Y08Mapping Cambridge Primary English (Stages 1–6) to Common Core State Standards English (Grades K–5)

Stage 1CCSS Grade KindergartenRL.K.10 Actively engage in group reading activities withpurpose and understanding.RI.K.1 With prompting and support, ask and answer questions about keydetails in a text.RI.K.2 With prompting and support, identify the main topic and retell keydetails of a text.1Rf9 Retell stories, with someappropriate use of story language.Units 1A, 2A, 3A, 3B, 3C.RI.K.3 With prompting and support, describe the connection between twoindividuals, events, ideas, or pieces of information in a text.RI.K.4 With prompting and support, ask and answer questions aboutunknown words in a text.4 v2 4Y08Mapping Cambridge Primary English (Stages 1–6) to Common Core State Standards English (Grades K–5)

CCSS Grade KindergartenRI.K.5 Identify the front cover, back cover, and title page of a book.Stage 11Rn2 Know the parts of a book, e.g.title page, contents.Units 1B, 2B, 2C1Rn3 Show awareness that texts fordifferent purposes look different, e.g.use of photographs, diagrams, etc.Units 1A, 2B, 3BRI.K.6. Name the author and illustrator of a text and define the role of eachin presenting the ideas or information in a text.RI.K.7 With prompting and support, describe therelationship between illustrations and the text in which they appear (e.g.,what person, place, thing, or idea in the text an illustration depicts).RI.K.8 With prompting and support, identify the reasons an author gives tosupport points in a text.RI.K.9 With prompting and support, identify basicsimilarities in and differences between two texts on the same topic (e.g., inillustrations,descriptions, or procedures).5 v2 4Y08Mapping Cambridge Primary English (Stages 1–6) to Common Core State Standards English (Grades K–5)

Stage 1CCSS Grade KindergartenRI.K.10 Actively engage in group reading activities with purpose andunderstanding.RF.K.1 Demonstrate understanding of the organization and basic featuresof print.1Rn3 Show awareness that texts fordifferent purposes look different, e.g.use of photographs, diagrams, etc.Units 1A, 2B, 3BRF.K.1.a Follow words from left to right, top to bottom, and page by page.1Rf2 Know that in English, print isread from left to right and top tobottom.Ongoing work in handwriting andreadingRF.K.1.b Recognize that spoken words are represented in writtenlanguage by specific sequences of letters.1Rf1 Join in with reading familiar,simple stories and poems.Demonstrate an understanding thatone spoken word corresponds withone written word.Units 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3CRF.K.1.c Understand that words are separated by spaces in print.6 v2 4Y08Mapping Cambridge Primary English (Stages 1–6) to Common Core State Standards English (Grades K–5)

Stage 1CCSS Grade KindergartenRF.K.1.d Recognize and name all upper- and lowercase letters of thealphabet.1PSV2 Know and name the mostcommon sound associated withevery letter in the English alphabet.Units 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B,3C1PSV1 Hear, read and write initialletter sounds.Units 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B,3CRF.K.2 Demonstrate understanding of spoken words, syllables, and sounds(phonemes).1PSV3 Identify separate sounds(phonemes) within words, which maybe represented by more than oneletter, e.g. ‘th’, ‘ch’, ‘sh’.Units 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B,3CRF.K.2a Recognize and produce rhyming words.1PSV9 Use rhyme and relate this tospelling patterns.Units 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B,3CRF.K.2b Count, pronounce, blend, and segment syllables in spokenwords.1PSV4 Use knowledge of sounds toread and write single syllable wordswith short vowels.Units 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B,3C7 v2 4Y08Mapping Cambridge Primary English (Stages 1–6) to Common Core State Standards English (Grades K–5)

CCSS Grade KindergartenRF.K.2c Blend and segment onsets and rimes of single-syllable spokenwords.Stage 11PSV5 Blend to read, and segmentto spell, words with final and initialadjacent consonants, e.g. b-l, n-d.Units 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B,3C1PSV7 Use knowledge of sounds towrite simple regular words, and toattempt other words.Units 1A, 1B, 1C1PSV4 Use knowledge of sounds toread and write single syllable wordswith short vowels.Units 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B,3CRF.K.2d Isolate 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.2e Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words.RF.K.3 Know and apply grade-level phonics and word analysis skills indecoding words.8 v2 4Y08Mapping Cambridge Primary English (Stages 1–6) to Common Core State Standards English (Grades K–5)

Stage 1CCSS Grade KindergartenRF.K.3a Demonstrate basic knowledge of one-to-oneletter-sound correspondences by producing the primary or many of themost frequent sound for each consonant.1PSV2 Know the name and mostcommon sound associated withevery letter in the English alphabet.Units 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B,3CRF.K.3b Associate the long and short sounds with common spellings(graphemes) for the five major vowels.1PSV6 Begin to learn commonspellings of long vowel phonemes,e.g. ‘ee’, ‘ai’, ‘oo’.Units 3A, 3B, 3CRF.K.3c Read common high-frequency words by sight (e.g., the, of, to,you, she, my, is, are, do, does).1Rf3 Read a range of commonwords on sight.Ongoing development of vocabulary,Unit 1CRF.K.3d Distinguish between similarly spelled words byidentifying the sounds of the letters that differ.1PSV8 Spell familiar common wordsaccurately, drawing on sightvocabulary.Ongoing development of vocabularyRF.K.4 Read emergent-reader texts with purpose and understanding.1Rf5 Read aloud from simple booksindependently.Ongoing work in reading9 v2 4Y08Mapping Cambridge Primary English (Stages 1–6) to Common Core State Standards English (Grades K–5)

Stage 1CCSS Grade KindergartenW.K.1 Use a combination of drawing, dictating, and writing to composeopinion pieces in which they tell a reader the topic or the name of the bookthey are writing about and state an opinion or preference about the topic orbook (e.g., My favorite book is . . .).W.K.2 Use a combination of drawing, dictating, and writing to composeinformative/explanatory texts in which they name what they are writing about andsupply some information about the topic.W.K.3 Use a combination of drawing, dictating, and writing to narrate asingle event or several loosely linked events, tell about the events in theorder in which they occurred, and provide a reaction to what happened.1GPw2 Write sentence-likestructures which may be joined byand.Unit 2A1Wn1 Write for a purpose usingsome basic features of text type.Units 3A, 3B1Wn2 Write simple information texts(with labels, captions,lists,questionsand instructions for a purpose).1Wf2 Write a sequence of sentencesretelling a familiar story or recountingan experience.Units 1B, 2BUnits 1A, 1B, 1C, 2A, 2C, 3A, 3B, 3CW.K.4 (Begins in Grade 3)10 v2 4Y08Mapping Cambridge Primary English (Stages 1–6) to Common Core State Standards English (Grades K–5)

Stage 1CCSS Grade KindergartenW.K.5 With guidance and support from adults, respond to questions andsuggestions from peers and add details to strengthen writing as needed.1Rn4 Read and talk about ownwriting.Units 1B, 1C, 2A, 2B, 2C, 3A, 3B, 3C1SL4 Answer questions and explainfurther when asked.Units 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B,3C.1Rf12 Make links to ownexperiencesOngoing work in reading, Units 3A, 3BW.K.6 With guidance and support from adults, explore a variety of digitaltools to produce and publish writing, including in collaboration with peers.W.K.7 Participate in shared research and writing projects (e.g., explore anumber of books by a favorite author and express opinions about them).W.K.8 With guidance and support from adults, recall information fromexperiences or gather information from provided sources to answer aquestion.W.K.9 (Begins in Grade 4)11 v2 4Y08Mapping Cambridge Primary English (Stages 1–6) to Common Core State Standards English (Grades K–5)