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The standards covered in ...

Quarter 2:

Criteria for GLOs:

GLO #1 - Self Directed Learner

Follows the expectations,  the routines, and the procedures.

Completes work independently and on time

Double checks and makes changes independently before turning in work

Keeps desk and floor clean and organized

Sets simple goals.

Asks for help when needed.

GLO #2 - Community Contributor

Respects people’s feelings and ideas and their belongings.

Listens and considers other people’s points of view.

Encourages others

Cooperates with others

Helps the group/peers to stay focused with mindful behaviors.

Uses mindful behaviors

Raises his/her hand to share ideas or to participate 

Makes decisions based on right and wrong

Follows class/school rules

 GLO #3 -  Complex Thinker

Applies prior knowledge when learning new things

Explains his/her thinking

Works to solve problems without giving up

Attempts to solve problems independently before asking the teacher

Finds different ways / strategies to solve problems

GLO #4 -  Quality Producer

Uses the success criteria and/or rubrics to guide the work

Completes work neatly and correctly

Works toward a simple goal

GLO # 5 - Effective Communicator

Communicates effectively through drawing, speaking, and writing

Listens to ideas and opinions of others without interrupting

Listens to gain information

Expresses ideas in complete sentences

Communicates with age appropriate vocabulary

Follows directions independently

Speaks effectively in front of a group (appropriate volume, eye contact, enunciation and clarity, and knowledge of content)

GLO # 6 - Effective and Ethical User of Technology

Uses technology (pencils, scissors, glue, iPads, etc.) appropriately and independently

Asks adults to help search the internet/books, etc. for information

Uses technology to create new products

Language Arts:

Reading Literature:

RL.K.1  With prompting and support, ask and answer questions about key details in a text.

RL.K.2  With prompting and support, retell familiar stories, including key details. 

RL.3 With prompting and support, identify characters and their feelings, settings, major events (plot), problems, and solutions in a story

SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide 

additional detail.

RL. 4 With prompting and support, determine the meaning of words and phrases as they are used in a text.

1.  Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

L.3 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content:

L.4 With guidance and support from adults, explore word relationships and nuances in word meanings

RL.5  Recognize common types of texts (e.g., storybooks, poems) (fiction and nonfiction, poetry)

RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

RL.10 Actively engage in group reading activities with purpose and understanding.

Reading:  Informational

RI.1 With prompting and support, ask and answer questions about key details in a text.

SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood

Ri.2 With prompting and support, identify the main/central topic and retell key details of a text.

SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

RI.4 With prompting and support, ask and answer questions about unknown words in a text. 

RI.5 Identify the front cover, back cover, and title page of a book.

RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or 

           information in a text

RI.7  With prompting and support, describe the relationship between visual aids and the text in which they appear (e.g., what person, place, thing, or idea in the text a visual aid depicts)

RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.10 Actively engage in group reading activities with purpose and understanding. 

Reading:  Foundational Skills

RF.1 Demonstrate understanding of the organization and basic features of print.

a. Follow words from left to right, top to bottom, and page by page.

b. Recognize that spoken words are represented in written language by specific sequences of    

     letters. 

c. Understand that words are separated by spaces in print.

d. Recognize and name all upper- and lowercase letters of the alphabet.  

      (only letters - Mm, Pp, Ss, Aa, Tt, Ii, Nn, Cc, Oo, Dd)

e. Recognize the distinguishing features of a sentence: 

First word capitalization

Ending punctuation

RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Recognize and count individual words in a spoken sentence

b. Recognize and produce rhyming words.

c. Count, pronounce, blend, and segment syllables in multisyllabic words

d. Blend and segment onsets and rimes of single-syllable spoken words

e. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in 3-phoneme 

    (consonant-vowel-consonant, or CVC) words, not including those ending with /l/, /r/, or /x/

RF.3  Know and apply grade-level phonics and word analysis skills in decoding words.

a.Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound for each consonant, and all 5 vowels.  (only Mm, Pp, Ss, Aa, Tt, Ii, Nn, Cc, Oo, Dd)

b. Associate the long and short sounds with common spellings (graphemes) for the 5 major vowels         (closed and open syllables)  (short a, i, o)

c. Accurately read regularly spelled one-syllable words in isolation and in text, including:

Vowel-Consonant (VC)

CVC

CV

All of the above word types with digraphs sh, ch, and th

d. Read common grade-appropriate decodable and irregularly-spelled high-frequency words by sight (e.g., can, the, of, to, you, she, my, is, are, do, does)..   (I, can, see, we, a, the, like, to, and, go, you, do)

RF.4  Demonstrate emergent fluency through

a. Fluent letter and sound identification

b. Fluent decoding of taught phonics patterns in single words

c. Fluent decoding of taught phonics patterns in connected decodable text

Writing Foundations:

W.1 Demonstrate and apply correct handwriting skills

a. Write upper- and lowercase manuscript letters using correct letter formation with guidance and support (only Mm, Pp, Ss, Aa, Tt, Ii, Nn, Cc, Oo, Dd)

b. Write left to right using appropriate spacing between words.

W.2 Know and apply phonics and word analysis skills when encoding words:

a. Write a letter or letters for consonant and short vowel sounds.

b. Represent phonemes in simple words, using letter-sound relationships, including phonetic spellings of  unknown words.

c. Spell common, regular, single-syllable words

VC (Vowel-Consonant) (e.g., at, in)

CVC (Consonant-Vowel-Consonant) (e.g., pet, mud) word

d. Spell common, grade-appropriate decodable and irregularly-spelled high-frequency words

W.3 Demonstrate command of the conventions of English when writing simple sentences:

a. Produce and expand complete sentences.

b.Recognize and name end punctuation 

c. Capitalize the first word in a sentence and the pronoun I

Writing:

W.K.1  Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). 

W.4 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

W.6  Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them

a. With guidance and support from adults, recall information from experiences or gather information from  provided sources to answer a  question

Speaking & Listening:

SL.K.1  Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 

SL.K.1a  Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

SL.K.1b  Continue a conversation through multiple exchanges

SL.K.2  Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 

SL.K.3  Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

SL.K.4  Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 

SL.K.5  Add drawings or other visual displays to descriptions as desired to provide additional detail. 

SL.K.6  Speak audibly and express thoughts, feelings, and ideas clearly. 

Language:

L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use frequently occurring nouns and verbs.

                     e.  Produce and expand complete sentences in shared language activities.  

L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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 (phonemes).

4. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

L.3 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content: 

1. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

L.4 With guidance and support from adults, explore word relationships and nuances in word meanings:

1. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

         c.     Identify real-life connections between words and their use (e.g., note places at school that are colorful).                                                                                                                                                         

L.5 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Math:

K.CC.1  Count to 100 by tens.

K.CC.2  Rote count forward to 20.

              Rote count forward to 20 from any given number.

K.CC.3. Represent numbers up to 10 using pictures, numerals, and number names.

K.CC.4  Understand the relationship between numbers and quantities. 

          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 (one to 

   one correspondence).

          b. Count up to 15 items demonstrating the order-irrelevance principle (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.

K.CC.5 Count up to 20 items demonstrating the cardinality principle

K.G..1 Use informal language to describe the position of objects.

K.OA.1 Represent equality in addition contexts 

          Represent addition with objects, fingers, mental images, drawings, sounds (e.g., claps),   

                          acting out situations, verbal explanations, expressions, or equations. 

K.OA.3 Decompose numbers up to 10

K.OA.5 Fluently solve addition equations within 5.

Write numbers from  0-10 with proper formation.

Science:

Earth and Space Science:

K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, 

                     and respond to severe weather.

Engineering:

K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to 

                     change to define a simple problem that can be solved through the development of a new or 

                      improved object or tool.

K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object 

                      helps it function as needed to solve a given problem.

Life Science:

K-LS1-1 Use observations to describe what plants & animals (including humans) need to survive.

Social Studies:

History

SS.K.2.17.1  Sequence important events in your life

SS.K.2.19.2 Explain the effects of an event in your life

SS.K.2.18.3 Describe an event from two different  perspectives

Career & Technical Education:

CTE.K.2.1 Explain that current learning relates to life outside the classroom

CTE.K.2.2 Identify various workers and their jobs in the community (custodian, health aide, veteran, arborist, zookeeper, zoologist)

Health:

K.1.4 Describe barriers and situations that are safe, risky, or harmful to self and others.

K.2.1 Name in the school and community who provide health support for others.

K.5.1 Use effective verbal and nonverbal communication. 

K.5.3 Describe basic refusal skills

K.6.1 Explain when and who to ask for help in making health-related decisions and setting goals

Fine Arts:  Visual

CR - Conceiving and developing art ideas and work

1 Generate and conceptualize art ideas and work.

2 Organize and develop artistic ideas and work.

3 Refine and complete artistic work.

Fine Arts:  Performance

FA.K.2.2 Demonstrate simple representation of high and low, short and long, loud and soft, fast and slow.

Physical Education:

K-2.1.1 Use basic locomotor skills in initial (immature) form alone, with a partner, and in small groups 

K-2.2.1 Use basic movement concepts related to space, time, effort, and relationships (e.g., personal space, 

               fast/slow, strong/light, under/over)

K-2.2.2 Identify basic rules for safe participation in physical activities

K-2.3.1 Participate regularly in physical activities

K-2.3.2 Describe the social and emotional benefits of participating in physical activities

K-2.4.1 Identify physiological indicators that accompany moderate to vigorous physical activities

Computer Science

1A-IC-16 - Compare how people live and work before and after the implementation or adoption of new computing technology.

1A-AP-11 - Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.

1A-IC-17 - Work respectfully and responsibly with others online.

1A-IC-18 - Keep login information private, and log off of devices appropriately.

1A-AP-08 - Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks.

1A-AP-09 - Model the way programs store and manipulate data by using numbers or other symbols to represent information.

1A-AP-12 - Develop plans that describe a program's sequence of events, goals, and expected outcomes.