This paper focuses on clarifying issues that have been especially subject to confusion or misinterpretation with respect to curricular and instructional practices in pre-school and kindergarten. It begins with a brief account of alignments between the CCSS and developmentally appropriate practices currently common in early language and literacy instruction and supported by research, followed by in-depth analyses of four issues that have generated some or considerable confusion for early childhood educators: pedagogical approach, text choices, understanding develop-mental progressions, and performance assessment. (author abstract)