Literacy Kitchen

Subjects

Computer ScienceLiteracy

Coding Robots Involved

KaibotLiteracy Kitchen

Difficulty

Kindergarten

Grade Range

K - 3

Standards

Framework	Standards
ACARA	AC9E1LY02AC9E1LY11AC9EFLY09AC9EFLY10AC9EFLY12AC9EFLY13AC9TDI2P02AC9E1LY02AC9E1LY11AC9EFLY04AC9EFLY09AC9EFLY10AC9EFLY11AC9EFLY12AC9EFLY13AC9TDI2P02AC9E1LFY12AC9E1LY02AC9E1LY11AC9E4LA04AC9EFLY09AC9EFLY10AC9EFLY13AC9TDI2P02AC9E1LY02AC9E1LY11AC9EFLY04AC9EFLY05AC9EFLY09AC9EFLY12AC9EFLY13AC9TDI2P02AC9E1LA05AC9E1LY10AC9E1LY11AC9E1LY13AC9E3LY09AC9E4LA04AC9EFLA06AC9EFLY09AC9EFLY10AC9EFLY12AC9EFLY13AC9TDI2P02AC9E1LY11AC9E1LY13AC9EFLY09AC9EFLY10AC9EFLY12AC9EFLY13AC9TDI2P02

Framework

Standards

ACARA

AC9E1LY02AC9E1LY11AC9EFLY09AC9EFLY10AC9EFLY12AC9EFLY13AC9TDI2P02AC9E1LY02AC9E1LY11AC9EFLY04AC9EFLY09AC9EFLY10AC9EFLY11AC9EFLY12AC9EFLY13AC9TDI2P02AC9E1LFY12AC9E1LY02AC9E1LY11AC9E4LA04AC9EFLY09AC9EFLY10AC9EFLY13AC9TDI2P02AC9E1LY02AC9E1LY11AC9EFLY04AC9EFLY05AC9EFLY09AC9EFLY12AC9EFLY13AC9TDI2P02AC9E1LA05AC9E1LY10AC9E1LY11AC9E1LY13AC9E3LY09AC9E4LA04AC9EFLA06AC9EFLY09AC9EFLY10AC9EFLY12AC9EFLY13AC9TDI2P02AC9E1LY11AC9E1LY13AC9EFLY09AC9EFLY10AC9EFLY12AC9EFLY13AC9TDI2P02

Framework	Standards
NZC	Computational Thinking - PO1English P1 Oral Language - Participating in conversations, maintaining the topic, and respondingEnglish P1 Reading - Self-correcting their decoding attempts using taught grapheme–phoneme knowledgeEnglish P1 Writing - Spelling five or more words that are high frequency in their oral vocabulary and contain irregular or currently untaught phoneme–grapheme correspondencesComputational Thinking - PO1English P1 Oral Language - Participating in conversations, maintaining the topic, and respondingEnglish P1 Reading - Breaking words into syllablesEnglish P1 Reading - Decoding two- and three-syllable words with all taught correspondences (e.g. 'costume' and 'lightning'), using their phonics and morpheme knowledgeEnglish P1 Reading - Self-correcting their decoding attempts using taught grapheme–phoneme knowledgeComputational Thinking - PO1English P1 Oral Language - Participating in conversations, maintaining the topic, and respondingEnglish P1 Reading - Decoding two- and three-syllable words with all taught correspondences (e.g. 'costume' and 'lightning'), using their phonics and morpheme knowledgeEnglish P1 Reading - Identifying and using rhyme, alliteration, onomatopoeia, and simile to entertain and engage the audienceEnglish P1 Reading - Making personal connections to texts by sharing their feelings and thoughts, drawn from their experiences, about the characters or ideas in textsEnglish P1 Reading - Self-correcting their decoding attempts using taught grapheme–phoneme knowledgeComputational Thinking - PO1English P1 Oral Language - Participating in conversations, maintaining the topic, and respondingEnglish P1 Reading - Breaking words into syllablesEnglish P1 Reading - Decoding consonant-vowel-consonant (CVC) words in isolation and in connected text, using their phonics knowledge. Breaking words into syllablesEnglish P1 Reading - Using their prior knowledge of a topic or concept, along with their knowledge of words, to respond to questions about texts during a teacher read-aloudEnglish P1 Writing - Combining two simple sentences orally, using a coordinating conjunction, to form a compound sentenceComputational Thinking - PO1English P1 Reading - Breaking words into syllablesEnglish P1 Reading - Self-correcting their decoding attempts using taught grapheme–phoneme knowledgeEnglish P1 Reading - Using the context and knowledge of syntax to determine the meaning of unknown words and phrases in texts that are read to themEnglish P1 Writing - Spelling five or more words that are high frequency in their oral vocabulary and contain irregular or currently untaught phoneme–grapheme correspondencesComputational Thinking - PO1English P1 Reading - Breaking words into syllablesEnglish P1 Reading - Decoding two- and three-syllable words with all taught correspondences (e.g. 'costume' and 'lightning'), using their phonics and morpheme knowledgeEnglish P1 Reading - Discriminating between short- and long-vowel phonemesEnglish P1 Writing - Spelling five or more words that are high frequency in their oral vocabulary and contain irregular or currently untaught phoneme–grapheme correspondences

Framework

Standards

NZC

Computational Thinking - PO1English P1 Oral Language - Participating in conversations, maintaining the topic, and respondingEnglish P1 Reading - Self-correcting their decoding attempts using taught grapheme–phoneme knowledgeEnglish P1 Writing - Spelling five or more words that are high frequency in their oral vocabulary and contain irregular or currently untaught phoneme–grapheme correspondencesComputational Thinking - PO1English P1 Oral Language - Participating in conversations, maintaining the topic, and respondingEnglish P1 Reading - Breaking words into syllablesEnglish P1 Reading - Decoding two- and three-syllable words with all taught correspondences (e.g. 'costume' and 'lightning'), using their phonics and morpheme knowledgeEnglish P1 Reading - Self-correcting their decoding attempts using taught grapheme–phoneme knowledgeComputational Thinking - PO1English P1 Oral Language - Participating in conversations, maintaining the topic, and respondingEnglish P1 Reading - Decoding two- and three-syllable words with all taught correspondences (e.g. 'costume' and 'lightning'), using their phonics and morpheme knowledgeEnglish P1 Reading - Identifying and using rhyme, alliteration, onomatopoeia, and simile to entertain and engage the audienceEnglish P1 Reading - Making personal connections to texts by sharing their feelings and thoughts, drawn from their experiences, about the characters or ideas in textsEnglish P1 Reading - Self-correcting their decoding attempts using taught grapheme–phoneme knowledgeComputational Thinking - PO1English P1 Oral Language - Participating in conversations, maintaining the topic, and respondingEnglish P1 Reading - Breaking words into syllablesEnglish P1 Reading - Decoding consonant-vowel-consonant (CVC) words in isolation and in connected text, using their phonics knowledge. Breaking words into syllablesEnglish P1 Reading - Using their prior knowledge of a topic or concept, along with their knowledge of words, to respond to questions about texts during a teacher read-aloudEnglish P1 Writing - Combining two simple sentences orally, using a coordinating conjunction, to form a compound sentenceComputational Thinking - PO1English P1 Reading - Breaking words into syllablesEnglish P1 Reading - Self-correcting their decoding attempts using taught grapheme–phoneme knowledgeEnglish P1 Reading - Using the context and knowledge of syntax to determine the meaning of unknown words and phrases in texts that are read to themEnglish P1 Writing - Spelling five or more words that are high frequency in their oral vocabulary and contain irregular or currently untaught phoneme–grapheme correspondencesComputational Thinking - PO1English P1 Reading - Breaking words into syllablesEnglish P1 Reading - Decoding two- and three-syllable words with all taught correspondences (e.g. 'costume' and 'lightning'), using their phonics and morpheme knowledgeEnglish P1 Reading - Discriminating between short- and long-vowel phonemesEnglish P1 Writing - Spelling five or more words that are high frequency in their oral vocabulary and contain irregular or currently untaught phoneme–grapheme correspondences

Framework	Standards
UKNC	Computing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS2 - Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and informationComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsEnglish KS1 - Apply phonic knowledge and skills as the route to decode wordsEnglish KS1 - Respond speedily with the correct sound to graphemesEnglish KS1 - Segment spoken words into individual phonemes and represent them by appropriate graphemesEnglish KS1 - Spelling some words in a phonically plausible way, even if sometimes incorrectlyEnglish KS1&2 - Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to commentsComputing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS2 - Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and informationComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsEnglish KS1 - Apply phonic knowledge and skills as the route to decode wordsEnglish KS1 - Respond speedily with the correct sound to graphemesEnglish KS1 - Segment spoken words into individual phonemes and represent them by appropriate graphemesEnglish KS1 - Spelling some words in a phonically plausible way, even if sometimes incorrectlyEnglish KS1&2 - Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to commentsComputing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS2 - Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and informationComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsEnglish KS1 - Being encouraged to link what they read or hear read to their own experiencesEnglish KS1 - Learning to appreciate rhymes and poems, and to recite some by heartEnglish KS1 - Read accurately words of two or more syllables that contain the same graphemes as aboveEnglish KS1 - Respond speedily with the correct sound to graphemes for all 40+ phonemesEnglish KS1 - Segment spoken words into individual phonemes and represent them by appropriate graphemesEnglish KS1 - Shown syllable boundaries and how to read each syllable separately before they combine them to read the wordEnglish KS1 - Spelling some words in a phonically plausible way, even if sometimes incorrectlyEnglish KS1&2 - Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to commentsComputing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS2 - Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and informationComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsEnglish KS1 - Apply phonic knowledge and skills as the route to decode wordsEnglish KS1 - Explain clearly their understanding of what is read to themEnglish KS1 - Segment spoken words into individual phonemes and represent them by appropriate graphemesEnglish KS1 - Shown syllable boundaries and how to read each syllable separately before they combine them to read the wordEnglish KS1 - Spelling some words in a phonically plausible way, even if sometimes incorrectlyEnglish KS1 - Write sentences by saying out loud what they are going to write about; composing a sentence orallyEnglish KS1&2 - Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to commentsComputing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS2 - Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and informationComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsEnglish KS1 - Apply phonic knowledge and skills as the route to decode wordsEnglish KS1 - Being encouraged to link what they read or hear read to their own experiencesEnglish KS1 - Respond speedily with the correct sound to graphemesEnglish KS1 - Show pupils how to understand the relationships between words and nuances in meaningEnglish KS1 - Shown syllable boundaries and how to read each syllable separately before they combine them to read the wordEnglish KS1 - Spelling some words in a phonically plausible way, even if sometimes incorrectlyEnglish KS1 - The understanding that the letter(s) on the page represent the sounds in spoken wordsComputing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS2 - Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and informationComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsEnglish KS1 - Includes vowel digraphs and trigraphs for various vowel soundsEnglish KS1 - Learning to appreciate rhymes and poems, and to recite some by heartEnglish KS1 - Segment spoken words into individual phonemes and represent them by appropriate graphemesEnglish KS1 - Shown syllable boundaries and how to read each syllable separately before they combine them to read the wordEnglish KS1 - Spelling some words in a phonically plausible way, even if sometimes incorrectlyEnglish KS1 - Split digraphs like a-e, e-e, i-e, o-e, u-e for long vowel sounds

Framework

Standards

UKNC

Computing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS2 - Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and informationComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsEnglish KS1 - Apply phonic knowledge and skills as the route to decode wordsEnglish KS1 - Respond speedily with the correct sound to graphemesEnglish KS1 - Segment spoken words into individual phonemes and represent them by appropriate graphemesEnglish KS1 - Spelling some words in a phonically plausible way, even if sometimes incorrectlyEnglish KS1&2 - Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to commentsComputing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS2 - Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and informationComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsEnglish KS1 - Apply phonic knowledge and skills as the route to decode wordsEnglish KS1 - Respond speedily with the correct sound to graphemesEnglish KS1 - Segment spoken words into individual phonemes and represent them by appropriate graphemesEnglish KS1 - Spelling some words in a phonically plausible way, even if sometimes incorrectlyEnglish KS1&2 - Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to commentsComputing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS2 - Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and informationComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsEnglish KS1 - Being encouraged to link what they read or hear read to their own experiencesEnglish KS1 - Learning to appreciate rhymes and poems, and to recite some by heartEnglish KS1 - Read accurately words of two or more syllables that contain the same graphemes as aboveEnglish KS1 - Respond speedily with the correct sound to graphemes for all 40+ phonemesEnglish KS1 - Segment spoken words into individual phonemes and represent them by appropriate graphemesEnglish KS1 - Shown syllable boundaries and how to read each syllable separately before they combine them to read the wordEnglish KS1 - Spelling some words in a phonically plausible way, even if sometimes incorrectlyEnglish KS1&2 - Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to commentsComputing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS2 - Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and informationComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsEnglish KS1 - Apply phonic knowledge and skills as the route to decode wordsEnglish KS1 - Explain clearly their understanding of what is read to themEnglish KS1 - Segment spoken words into individual phonemes and represent them by appropriate graphemesEnglish KS1 - Shown syllable boundaries and how to read each syllable separately before they combine them to read the wordEnglish KS1 - Spelling some words in a phonically plausible way, even if sometimes incorrectlyEnglish KS1 - Write sentences by saying out loud what they are going to write about; composing a sentence orallyEnglish KS1&2 - Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to commentsComputing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS2 - Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and informationComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsEnglish KS1 - Apply phonic knowledge and skills as the route to decode wordsEnglish KS1 - Being encouraged to link what they read or hear read to their own experiencesEnglish KS1 - Respond speedily with the correct sound to graphemesEnglish KS1 - Show pupils how to understand the relationships between words and nuances in meaningEnglish KS1 - Shown syllable boundaries and how to read each syllable separately before they combine them to read the wordEnglish KS1 - Spelling some words in a phonically plausible way, even if sometimes incorrectlyEnglish KS1 - The understanding that the letter(s) on the page represent the sounds in spoken wordsComputing KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsComputing KS2 - Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and informationComputing KS3 - Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systemsEnglish KS1 - Includes vowel digraphs and trigraphs for various vowel soundsEnglish KS1 - Learning to appreciate rhymes and poems, and to recite some by heartEnglish KS1 - Segment spoken words into individual phonemes and represent them by appropriate graphemesEnglish KS1 - Shown syllable boundaries and how to read each syllable separately before they combine them to read the wordEnglish KS1 - Spelling some words in a phonically plausible way, even if sometimes incorrectlyEnglish KS1 - Split digraphs like a-e, e-e, i-e, o-e, u-e for long vowel sounds

Framework	Standards
CA-CS	K-2.AP.10K-2.AP.12K-2.AP.13K-2.AP.16K-2.AP.10K-2.AP.12K-2.AP.13K-2.AP.16K-2.AP.10K-2.AP.12K-2.AP.13K-2.AP.16K-2.AP.10K-2.AP.12K-2.AP.13K-2.AP.16K-2.AP.10K-2.AP.12K-2.AP.13K-2.AP.16K-2.AP.10K-2.AP.12K-2.AP.13K-2.AP.16
CCSS	CCSS.ELA-Literacy.L.1.2.eCCSS.ELA-Literacy.L.K.2.dCCSS.ELA-Literacy.RF.1.2.dCCSS.ELA-Literacy.RF.1.3.bCCSS.ELA-Literacy.RF.K.2.bCCSS.ELA-Literacy.RF.K.2.cCCSS.ELA-Literacy.RF.K.3.aCCSS.ELA-Literacy.RF.K.3.dCCSS.ELA-Literacy.SL.K.1CCSS.ELA-Literacy.RF.1.2.cCCSS.ELA-Literacy.RF.1.3.bCCSS.ELA-Literacy.RF.2.3.cCCSS.ELA-Literacy.RF.K.2.bCCSS.ELA-Literacy.RF.K.3.aCCSS.ELA-Literacy.RF.K.3.dCCSS.ELA-Literacy.SL.K.1CCSS.ELA-Literacy.L.1.2.eCCSS.ELA-Literacy.L.2.5.aCCSS.ELA-Literacy.RF.1.2CCSS.ELA-Literacy.RF.1.3.bCCSS.ELA-Literacy.RF.1.3.eCCSS.ELA-Literacy.RF.2.3.cCCSS.ELA-Literacy.RF.K.2.aCCSS.ELA-Literacy.RF.K.2.bCCSS.ELA-Literacy.RF.K.3.dCCSS.ELA-Literacy.SL.K.1CCSS.ELA-Literacy.L.1.1.CCSS.ELA-Literacy.L.1.2.dCCSS.ELA-Literacy.L.K.1.eCCSS.ELA-Literacy.L.K.1.fCCSS.ELA-Literacy.L.K.2.dCCSS.ELA-Literacy.RF.1.3.bCCSS.ELA-Literacy.RF.1.3.eCCSS.ELA-Literacy.RF.K.2.bCCSS.ELA-Literacy.RF.K.3.aCCSS.ELA-Literacy.SL.1.2CCSS.ELA-LITERACY.SL.K.1CCSS.ELA-Literacy.SL.K.2CCSS.ELA-Literacy.L.1.2.eCCSS.ELA-Literacy.L.1.5.cCCSS.ELA-Literacy.L.2.5CCSS.ELA-Literacy.L.K.2.dCCSS.ELA-Literacy.L.K.5.bCCSS.ELA-Literacy.RF.1.3.bCCSS.ELA-Literacy.RF.1.3.eCCSS.ELA-Literacy.RF.K.1CCSS.ELA-Literacy.RF.K.2.bCCSS.ELA-Literacy.RF.K.3.dCCSS.ELA-Literacy.L.1.2.eCCSS.ELA-Literacy.L.K.2.dCCSS.ELA-Literacy.RF.1.2.aCCSS.ELA-Literacy.RF.1.3.cCCSS.ELA-Literacy.RF.1.3.eCCSS.ELA-Literacy.RF.2.3.cCCSS.ELA-Literacy.RF.K.2.aCCSS.ELA-Literacy.RF.K.2.bCCSS.ELA-Literacy.RF.K.3.b
CSTA	1A-AP-081A-AP-091A-AP-111A-AP-081A-AP-091A-AP-111A-AP-081A-AP-091A-AP-111A-AP-081A-AP-091A-AP-111A-AP-081A-AP-091A-AP-111A-AP-081A-AP-091A-AP-11
FL-CS	ELA.1.F.1.2ELA.1.F.1.3ELA.1.V.1.1ELA.2.F.1.2ELA.K.F.1.2ELA.K.F.1.3ELA.K.V.1.1SC.1.CS-CS.1.1SC.1.CS-CS.2.1SC.2.CS-CS.1.1SC.K.CS-CS.1.1ELA.1.F.1.2ELA.1.F.1.3ELA.1.V.1.1ELA.2.F.1.2ELA.K.F.1.2ELA.K.F.1.3ELA.K.V.1.1SC.1.CS-CS.1.1SC.1.CS-CS.2.1SC.2.CS-CS.1.1SC.K.CS-CS.1.1ELA.1.F.1.2ELA.1.F.1.3ELA.1.V.1.1ELA.2.F.1.2ELA.K.F.1.2ELA.K.F.1.3ELA.K.V.1.1SC.1.CS-CS.1.1SC.1.CS-CS.2.1SC.2.CS-CS.1.1SC.K.CS-CS.1.1ELA.1.C.3.1ELA.1.F.1.3ELA.1.V.1.1ELA.2.F.1.3ELA.2.V.1.1ELA.K.C.3.1ELA.K.F.1.2ELA.K.V.1.1SC.1.CS.CS.1SC.1.CS.CS.4SC.2.CS.CS.4SC.K.CS.CS.1SC.K.CS.CS.2SC.K.CS.CS.4ELA.1.C.3.1ELA.1.F.1.3ELA.1.V.1.1ELA.2.F.1.3ELA.2.V.1.1ELA.K.C.3.1ELA.K.F.1.2ELA.K.V.1.1SC.1.CS.CS.1SC.1.CS.CS.4SC.2.CS.CS.4SC.K.CS.CS.1SC.K.CS.CS.2SC.K.CS.CS.4ELA.1.F.1.2ELA.1.F.1.3ELA.1.V.1.1ELA.2.F.1.3ELA.K.F.1.2ELA.K.F.1.3ELA.K.V.1.1SC.1.CS.CS.1SC.1.CS.CS.4SC.2.CS.CS.4SC.K.CS.CS.1SC.K.CS.CS.2SC.K.CS.CS.4
ISTE	1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c
NY-CS	1.RF.32.RF.3K-1.CT.10K-1.CT.6K-1.CT.9K.RF.2K.RF.31.RF.21.RF.3.B2.RF.3K-1.CT.10K-1.CT.6K-1.CT.9K.RF.1.DK.RF.2K.RF.3.A1.RF.2.A1.RF.3.B1.RF.3.C2.RF.32.RF.4.AK-1.CT.10K-1.CT.6K-1.CT.9K.RF.2K.RF.2.AK.RF.3.A1.L.1.I1.RF.3.B1.SL.22.L.4.A2.RF.3K-1.CT.10K-1.CT.6K-1.CT.9K.L.5.CK.RF.1.DK.RF.2K.RF.3.A1.L.5.D1.RF.21.RF.3.B2.L.5.A2.RF.3K-1.CT.10K-1.CT.6K-1.CT.9K.L.5.AK.L.5.CK.RF.1.DK.RF.3.A1.RF.2.A1.RF.3.B1.RF.3.C2.L.2.D2.RF.3K-1.CT.10K-1.CT.6K-1.CT.9K.RF.2K.RF.3.AK.RF.3.B
SC-CS	1.CS.1.12.CS.2.22.CS.2.3ELA.1.F.3.7ELA.K.F.3.4ELA.K.F.3.6ELA.K.F.3.8.cK.CS.1.21.CS.1.12.CS.2.22.CS.2.3ELA.K.F.3.8.cK.CS.1.21.CS.1.12.CS.2.22.CS.2.3K.CS.1.21.CS.1.12.CS.2.22.CS.2.3K.CS.1.21.CS.1.12.CS.2.22.CS.2.3K.CS.1.21.CS.1.12.CS.2.22.CS.2.3K.CS.1.2
TEKS	§110.2(b)(2)(A)(i)§110.2(b)(2)(B)(i)§110.2(b)(6)(A)§110.3(b)(2)(A)(i)§110.3(b)(2)(B)(i)§110.3(b)(6)(A)§110.4(b)(2)(A)(i)§110.4(b)(6)(A)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)§110.2(b)(2)(A)(i)§110.2(b)(2)(B)(i)§110.2(b)(6)(A)§110.3(b)(2)(A)(i)§110.3(b)(2)(B)(i)§110.4(b)(2)(A)(i)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)§110.2(b)(2)(A)(ii)§110.2(b)(2)(B)(i)§110.2(b)(6)(A)§110.3(b)(2)(A)(iii)§110.3(b)(2)(B)(i)§110.4(b)(2)(A)(i)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)§110.2(b)(2)(B)(i)§110.2(b)(4)(A)§110.2(b)(6)(A)§110.3(b)(2)(B)(i)§110.3(b)(4)(A)§110.4(b)(4)(A)§110.4(b)(6)(A)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)§110.2(b)(2)(B)(i)§110.2(b)(4)(A)§110.2(b)(6)(A)§110.3(b)(2)(B)(i)§110.3(b)(4)(A)§110.4(b)(4)(A)§110.4(b)(6)(A)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)§110.2(b)(2)(A)(iii)§110.2(b)(2)(B)(i)§110.2(b)(6)(A)§110.3(b)(2)(A)(iii)§110.3(b)(2)(B)(i)§110.4(b)(2)(A)(i)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)
UT-CS	1.AP.11.AP.21.AP.31.CS.11.CT.11.CT.22.AP.12.AP.22.AP.32.AP.42.AP.52.CS.12.CT.12.CT.22.IC.1K.AP.1K.CS.1K.CT.1K.DA.1K.NI.1K.NI.21.AP.11.AP.21.AP.31.CS.11.CT.11.CT.22.AP.12.AP.22.AP.32.AP.42.AP.52.CS.12.CT.12.CT.22.IC.1K.AP.1K.CS.1K.CT.1K.DA.1K.NI.1K.NI.21.AP.11.AP.21.AP.31.CS.11.CT.11.CT.22.AP.12.AP.22.AP.32.AP.42.AP.52.CS.12.CT.12.CT.22.IC.1K.AP.1K.CS.1K.CT.1K.DA.1K.NI.1K.NI.21.AP.11.AP.21.AP.31.CS.11.CT.11.CT.22.AP.12.AP.22.AP.32.AP.42.AP.52.CS.12.CT.12.CT.22.IC.1K.AP.1K.CS.1K.CT.1K.DA.1K.NI.1K.NI.21.AP.11.AP.21.AP.31.CS.11.CT.11.CT.22.AP.12.AP.22.AP.32.AP.42.AP.52.CS.12.CT.12.CT.22.IC.1K.AP.1K.CS.1K.CT.1K.DA.1K.NI.1K.NI.21.AP.11.AP.21.AP.31.CS.11.CT.11.CT.22.AP.12.AP.22.AP.32.AP.42.AP.52.CS.12.CT.12.CT.22.IC.1K.AP.1K.CS.1K.CT.1K.DA.1K.NI.1K.NI.2

Literacy Kitchen blends storytelling, phonics, and screen-free coding for K–2 learners. Through playful activities like rhyming, syllable clapping, and CVC word building, students explore literacy while programming KaiBot to navigate themed mats. Each hands-on lesson integrates vocabulary, spelling, and collaborative problem-solving, creating an engaging, inclusive space where literacy feels like joyful discovery.