Is There A Set Of Goals, Objectives Or Standards For Kindergarten Teachers By The Government?

There are national standards; however, they are vague. See the link below:
The state standards are more specific.

hell no, our president can barely count to ten, and im sure he would ignore anything he didnt recognize.

Kindergarten has MANY goals. The children are expected to be reading and writing independently adding and doing simple math. It is not playtime any more!! Here are some of the NY state literacy goals:
Phonological and Phonemic Awareness
• Identify and produce spoken words that rhyme
• Blend beginning sound (onset) with ending sound (rime) to form known words in rhyming word families (k-it, s-it, b-it)
• Count or tap the number of syllables in spoken words
• Isolate individual sounds within spoken words (“What is the first sound in can?”)—Phoneme Isolation
• Identify the same sounds in different spoken words (“What sound is the same in sit, sip, and sun?”)—Phoneme Identity
• Categorize the word in a set of three or four words that has a different sound (“Which word doesn’t belong: doll, dish, pill?”)—Phoneme Categorization
• Blend spoken phonemes to form words using manipulatives (e.g., counters) to represent each sound: /b/ /i/ /g/—Phoneme Blending
• Segment spoken words into component sounds using manipulatives (e.g., counters) to represent each sound (“How many sounds are there in big? Move three counters.”)—Phoneme Segmentation
• Recognize the remaining word when a phoneme is removed (“What is cat without the /k/?”)—Phoneme Deletion
• Make a new word by adding a phoneme to an existing word (“What word do you have if you add /s/ to mile?”—Phoneme Addition
• Substitute one phoneme for another to make a new word (“The word is rug. Change /g/ to /n/. What is the new word?”)—Phoneme Substitution
Print Awareness
• Understand the purpose of print is to communicate
• Follow left-to-right and top-to-bottom direction when reading English
• Distinguish between letters and words
• Distinguish between print and pictures
• Track print by pointing to written words when texts are read aloud by self or others
• Identify the parts of a book and their functions (e.g., front cover, back cover, and title page)
Alphabet Recognition and Phonics
• Recognize and name automatically all uppercase and lowercase manuscript letters
• Recognize that individual letters have associated sounds
• Recognize that the sequence of letters in written words represents the sequence of sounds in spoken words
• Identify some consonant letter-sound correspondences
Fluency
• Read own name and names of family or friends
• Recognize and identify some sight words
• Read automatically a small set of high-frequency sight words (e.g., a, the, I, my, use, is, are)
• Read familiar kindergarten-level texts at the emergent level
Background Knowledge and Vocabulary Development
• Learn the meaning of new words and use them in own speech
• Learn new words from books
• Use new vocabulary words to talk about life experiences
• Connect vocabulary and life experiences to ideas in books
• Use a picture dictionary to learn the meanings of words in books
Comprehension Strategies
• Notice when sentences do not make sense
• Make predictions about story events
• Answer questions about text read aloud
• Retell or dramatize stories or parts of stories
Motivation to Read
• Show interest in reading a range of kindergarten-level texts from a variety of genres, such as alphabet books, stories, poems, and informational texts
• Read voluntarily familiar kindergarten-level texts
• Show familiarity with some book titles and authors
Standard 1: Students will read, write, listen, and speak for information and understanding.
• Locate and use classroom and library media center resources to acquire information, with assistance
• Read familiar informational texts to begin to collect data, facts, and ideas, with assistance
• Interpret information represented in simple charts and webs
• Draw on a prior experience to understand new data, facts, and ideas
Standard 2: Students will read, write, listen, and speak for literary response and expression.
• Comprehend and respond to literary texts and performances
• Engage in pre-reading and reading activities to
- select books, tapes, and poems on the basis of personal choice/interest or teacher-selected criteria, such as a theme/topic
- make connections between personal experiences and stories read
- predict what might happen next in a story read aloud
- retell a story, with assistance
• Dramatize or retell stories, using puppets, toys, and other props
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
• Identify and explain ideas and experiences from texts and performances
• Engage in pre-reading and reading activities to
- identify what they know and have learned about a specific story or topic
- use illustrations to assist in understanding the content of a text and to anticipate what will happen next
- predict what could happen next or the outcome of a story or article read aloud
- change the sequence of events in a story to create a different ending, with assistance
- form an opinion about the differences between events in a story and events in own life
- evaluate and select books, poems, or tapes on the basis of personal choice or teacher-selected criteria, such as topic, author, and illustrations
- distinguish between real and imaginary stories
Standard 4: Students will read, write, listen, and speak for social interaction.
• Share reading experience to establish, maintain, and enhance personal relationships
• Respect the age, gender, and cultural traditions of the writer, with assistance
• Recognize the vocabulary and writing conventions (e.g., greetings and closings) of social communication, with assistance
Kindergarten Writing
Literacy Competencies
Specific performance indicators that kindergarten students are developing as they learn to write include
Print Awareness
• Use left-to-right and top-to-bottom direction when writing English
• Use spacing between letters and words when writing on a line
Spelling
• Use developing knowledge of letter-sound correspondences to spell independently (e.g., sound or invented spelling)
• Use conventional spelling to spell some common or familiar words
• Write correctly own first and last names and the names of some friends or family
Handwriting
• Write legibly some uppercase and lowercase letters
Composition
• Label drawings with letters or words
• Write as part of play (e.g., playing school, store, restaurant)
• Write compositions that include letters or words and drawings to communicate for different purposes (e.g., tell stories, communicate feelings, provide information)
Motivation to Write
• Write voluntarily to communicate for different purposes
• Share writing with others
Standard 1: Students will read, write, listen, and speak for information and understanding.
• Copy letters and words from books, magazines, signs, charts, and own dictation
• Write own name on pictures, drawings, paintings, and written products
• Draw or write facts and ideas gathered from personal experiences
• Use graphics such as posters to communicate information from personal experiences
• Maintain a portfolio of informational writings and drawings, with assistance
• Draw pictures to record facts from a lesson, with assistance
• Use resources such as a picture dictionary or word wall to find and write words, with assistance
Standard 2: Students will read, write, listen, and speak for literary response and expression.
• Draw or write original literary texts to
- create a story with a beginning, middle, and end, using pictures/drawings and some words, with assistance
- create poems or jingles, using pictures/drawings and some words, with assistance
• Draw or write to respond to text to
- express feelings about characters or events in a story
- describe characters or events
- list a sequence of events in a story, with assistance
- retell a story
• Maintain a portfolio of writings and drawings in response to literature, with assistance
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
• Draw and/or write to express opinions and judgments to
- share what they know and have learned about a theme or topic
- respond in pictures or words to an experience or event shared by a classmate
- depict an opinion about statements, illustrations, characters, and events in written and visual texts
- compare characters and settings within and between stories
- describe the differences between real and imaginary experiences, with assistance
• Maintain a portfolio of writings and drawings that express opinions and judgments, with assistance
Standard 4: Students will read, write, listen, and speak for social interaction.
• Share writings and drawings with peers or adults; for example, write/draw with a partner or in a cooperative group
• Respect the age, gender, and culture of the recipient, with assistance
• Write friendly letters to others
• Maintain a portfolio of writings and drawings for social interaction, with assistance

There is no set national standard in the United States. The requirements and objectives for each grade level is determined by the state and local governments, with minimal interference by the national government.