*Though these are our intended objectives for the week, sometimes lessons are changed or adjusted.
These are all the sound/spellings that will be covered this year. Skills in red, bold type are the skills taught so far.
short /a/
/m/
/s/
/t/
/p/
/f/
short /i/
/n/
short /o/
/d/
/k/ spelled c
short /u/
/g/
/b/
short /e/
/s/ spelled -s
/z/ spelled -s
/k/ spelled k
/h/
/r/
/l/
/w/
/j/
/y/
/ks/ spelled _x
/kw/ spelled qu_
/v/
/z/
FLOSS Rule (after a short vowel, double ff, ll, ss, zz)
-all, -oll, -ull
/k/ spelled ck
/sh/
/th/
/ch/ spelled ch
/w/ spelled wh
/f/ spelled ph
-ng
-nk
long a spelled a_e
long i spelled i_e
long o spelled o_e
long u spelled u_e
long e spelled e_e
These are all the high frequency words that will be covered this year. Words in red, bold type are the words taught so far.
I
can
the
and
a
is
as
said
to
do
of
see
he
be
me
from
look
book
are
was
you
what
have
your
want
go
no
so
goes
says
she
we
they
their
were
talk
walk
could
would
should
or
for
there
where
who
by
my
one
once
two
does
any
many
been
into
friend
because
recognize, count to, and write numbers 1 – 20;
count by ones and tens to 100;
add and subtract single digit numbers;
understand one more, one less, two more, two less;
compare sets of objects (more, less);
compose and decompose numbers 11-19 (i.e. 11 is 10 and 1, 15 is 10 and 5);
identify and describe 2D and 3D shapes;
recognize rhyming words;
count syllables in words;
identify beginning, middle, and end sounds in words;
identify the 26 letters of the alphabet;
identify sounds of all 21 consonants and long and short vowels;
write all 26 letters, both capital and lowercase;
blend, read, and spell consonant-vowel-consonant (CVC) words (i.e. cat, pin);
read the 40 kinder sight words;
read emergent text (text with CVC words and sight words);
retell important details in a story;
understand and identify plant and animal needs;
name and identify characteristics of the seasons and different types of weather;
compare the effects of pushes and pulls on the motion of an object;
communicate solutions that will reduce the impact of humans in the local environment;
identify qualities of a good citizen;
recognize national and state symbols;
match simple descriptions of work people do in the community;
compare and contrast locations of people, places, and environments;
understand the order of months, days, and weeks on a calendar;
understand that history relates to events, people, and places of other times.
*This is not a complete list, but instead a list of priority standards.