Reading
By the end of kindergarten, students will be able to do the following:
General Reading Processes
a. Print Concepts - understand concepts of print to determine how print is organized and read.
b. Phonemic Awareness - hear, identify, and manipulate individual sounds in spoken words.
c. Decoding – apply knowledge of letter/sound relationships (phonics), and sight words to decode unfamiliar words.
d. Fluency - engage in imitative reading from unfamiliar text and read orally from familiar texts at an appropriate rate.
e. Vocabulary - use a variety of strategies and opportunities to understand word meaning and to increase vocabulary.
f. General Reading Comprehension - demonstrate a positive attitude to understand what is read including comprehension strategies; before-, during-, and after-reading strategies; and reader response
Informational Reading Processes
a. Variety of Text – listen to and read a variety of informational texts including nonfiction materials, functional documents, and materials related to personal interest.
b. Text Features/ Organizational Structures – identify and use various text features and organizational structures to facilitate understanding of informational texts.
c. Comprehension of Informational Text – recognize important ideas and how the information is presented in informational text.
d. Information Literacy – follow a systematic approach to information problem-solving using the Super 3 process.
Literary Reading Processes
a. Text Features/Elements – demonstrate an understanding of specific text features and elements of various literary genres.
b. Comprehension of Literary Text – recognize important ideas and the use of specialized language in literary text.
Writing
See below
Conventions of Standard English
Control language by applying the conventions of standard English in speaking and writing
Listening
Demonstrate effective listening to learn, process, and analyze information.
Speaking
Communicate effectively in a variety of situations with different audiences, purposes, and formats.
a. Print Concepts - understand concepts of print to determine how print is organized and read.
b. Phonemic Awareness - hear, identify, and manipulate individual sounds in spoken words.
c. Decoding – apply knowledge of letter/sound relationships (phonics), and sight words to decode unfamiliar words.
d. Fluency - engage in imitative reading from unfamiliar text and read orally from familiar texts at an appropriate rate.
e. Vocabulary - use a variety of strategies and opportunities to understand word meaning and to increase vocabulary.
f. General Reading Comprehension - demonstrate a positive attitude to understand what is read including comprehension strategies; before-, during-, and after-reading strategies; and reader response
Informational Reading Processes
a. Variety of Text – listen to and read a variety of informational texts including nonfiction materials, functional documents, and materials related to personal interest.
b. Text Features/ Organizational Structures – identify and use various text features and organizational structures to facilitate understanding of informational texts.
c. Comprehension of Informational Text – recognize important ideas and how the information is presented in informational text.
d. Information Literacy – follow a systematic approach to information problem-solving using the Super 3 process.
Literary Reading Processes
a. Text Features/Elements – demonstrate an understanding of specific text features and elements of various literary genres.
b. Comprehension of Literary Text – recognize important ideas and the use of specialized language in literary text.
Writing
See below
Conventions of Standard English
Control language by applying the conventions of standard English in speaking and writing
Listening
Demonstrate effective listening to learn, process, and analyze information.
Speaking
Communicate effectively in a variety of situations with different audiences, purposes, and formats.
Writing
By the end of kindergarten, students will be able to do the following:
GRAMMAR
AND USAGE
1. Print many upper- and lowercase letters.
2. Use frequently occurring nouns and verbs.
3. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
4. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
5. Use the most frequently occurring prepositions (e.g., to, from, in , out, on, off, for, of, by, with).
6. Produce and expand complete sentences in shared language activities.
CAPITALIZATION, PUNCTUATION, AND SPELLING
1. Capitalize the first word in a sentence and the pronoun I.
2. Recognize and name end punctuation.
3. Write a letter or letters for most consonant and short-vowel sounds.
4. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
QUARTER 1 Writing Units - Use a combination of drawing, dictating, and writing in the following:
1. Print many upper- and lowercase letters.
2. Use frequently occurring nouns and verbs.
3. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
4. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
5. Use the most frequently occurring prepositions (e.g., to, from, in , out, on, off, for, of, by, with).
6. Produce and expand complete sentences in shared language activities.
CAPITALIZATION, PUNCTUATION, AND SPELLING
1. Capitalize the first word in a sentence and the pronoun I.
2. Recognize and name end punctuation.
3. Write a letter or letters for most consonant and short-vowel sounds.
4. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
QUARTER 1 Writing Units - Use a combination of drawing, dictating, and writing in the following:
- Writing about Reading/Drawing
- Writing and/or Dictating in Response to a Read Aloud
- Shared Writing
- Story Telling
Math
STANDARDS introduced in Q1 - ALL standards will be worked on all school year. However, new standards will be introduced and added each marking period.
COUNTING
and CARDINALITY
1. Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with one and only one
number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
2. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or
as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects
3. Count to 100 by ones and by tens.
4. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count
of no objects).
GEOMETRY
1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
MEASUREMENT AND DATA
1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and one child as taller/shorter.
3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
1. Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with one and only one
number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
2. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or
as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects
3. Count to 100 by ones and by tens.
4. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count
of no objects).
GEOMETRY
1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
MEASUREMENT AND DATA
1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and one child as taller/shorter.
3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Social Studies
UNIT 1: Home and School
Political
Science
a. Identify reasons for classroom and school rules, such as maintaining order and keeping the community safe.
b. Recognize rules help promote fairness, responsible behavior, and privacy.
c. Describe the roles, rights, and responsibilities of family members.
d. Describe the roles of members of the school, such as principal, crossing guard, bus drivers, and teachers.
e. Identify and describe rights, and responsibilities in the classroom and family.
Peoples of the Nation and the World
a. Give examples of qualities, such as customs, interests, skills, and experiences that make individuals and families in
their immediate environment unique.
b. Demonstrate how groups of people interact.
c. Identify, discuss, and demonstrate appropriate social skills, such as listening to the speaker, taking turns, settling
disagreements, and reaching compromise at home and in school.
Geography
a. Identify situations where people make choices.
b. Recognize workers as human resources.
History
a. Identify and describe events of the day in chronological order
b. Describe daily events in terms of yesterday, today, and tomorrow.
a. Identify reasons for classroom and school rules, such as maintaining order and keeping the community safe.
b. Recognize rules help promote fairness, responsible behavior, and privacy.
c. Describe the roles, rights, and responsibilities of family members.
d. Describe the roles of members of the school, such as principal, crossing guard, bus drivers, and teachers.
e. Identify and describe rights, and responsibilities in the classroom and family.
Peoples of the Nation and the World
a. Give examples of qualities, such as customs, interests, skills, and experiences that make individuals and families in
their immediate environment unique.
b. Demonstrate how groups of people interact.
c. Identify, discuss, and demonstrate appropriate social skills, such as listening to the speaker, taking turns, settling
disagreements, and reaching compromise at home and in school.
Geography
a. Identify situations where people make choices.
b. Recognize workers as human resources.
History
a. Identify and describe events of the day in chronological order
b. Describe daily events in terms of yesterday, today, and tomorrow.
Science
UNIT I: Earth Science - Weather
a. Observe, describe, and record
changes in daily weather conditions and recognize that weather can change from
day to
day.
b. Describe how weather conditions can affect people’s activities and the kind of clothing they wear.
c. Identify and name the four seasons.
d. Describe the environmental changes that occur during each season.
e. Classify the weather conditions and events associated with each season.
day.
b. Describe how weather conditions can affect people’s activities and the kind of clothing they wear.
c. Identify and name the four seasons.
d. Describe the environmental changes that occur during each season.
e. Classify the weather conditions and events associated with each season.
Health
UNIT I : Social and Emotional Health
a. Show
consideration and respect for self and others.
b. Demonstrate positive communication among peers.
c. Identify and practice skills for making and keeping friends.
d. Identify words that describe a variety of feelings.
e. Discuss healthy ways to express feelings.
f. Choose nonviolent ways to resolve conflicts.
g. Identify characteristics that contribute to one’s uniqueness.
b. Demonstrate positive communication among peers.
c. Identify and practice skills for making and keeping friends.
d. Identify words that describe a variety of feelings.
e. Discuss healthy ways to express feelings.
f. Choose nonviolent ways to resolve conflicts.
g. Identify characteristics that contribute to one’s uniqueness.