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The standards covered in ...

Quarter 4:

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.

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.

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

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

        additional detail.

RL.3a With prompting and support, identify characters and their feelings, settings, major events, 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.

       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.

    a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and 

         learning the verb to duck)

  b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a     clue to the meaning of an unknown word

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

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

categories represent

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their 

opposites (antonyms)

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

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,
strut, prance) by acting out the meanings

RL.5  Recognize common types of texts (fiction, nonfiction/informational texts, poems, fables, realistic fiction)

RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in 

telling the story.

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.K.4  With prompting and support, determine the meaning of words and phrases in a text relevant to a kindergarten topic or subject area.

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.

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

b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word

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

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

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)

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

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings

RI.K.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.8 With prompting and support, identify the reasons an author gives to support points in a text.

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.K.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. (Aa, Bb, Cc, Dd, Ee, Ff, Hh, Ii, Kk, Ll, Mm, Nn, Oo, Pp, Rr, Ss, Tt, Uu)

e. Recognize the distinguishing features of a sentence 

i. First word capitalization

ii. Ending punctuation

RF.K.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/

f. Blend and segment 2- and 3-phoneme words including long and short vowel sounds, diphthongs, and digraphs

g. Distinguish long from short vowel sounds in spoken single-syllable words

RF.K.3 Know and apply grade-level phonics and word analysis skills to read

a.Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound for each consonant and all 5 vowels. 

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

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

i. Vowel-Consonant (VC)

      ii. CVC

     iii. CV

     iv. 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  (all sight words on list)

RF.K.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:

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

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

W.K.5 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers

Integrated Speaking and Listening:  With prompting and support, leverage available technology to provide 

additional detail.

W.K.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

Writing Foundations:

K.WF.1 Demonstrate and apply correct handwriting skills:

a. Write upper- and lowercase manuscript letters using correct letter formation with guidance and support.

b. Write left to right using appropriate spacing between words

K.WF.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

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

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

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

K.WF.3 Demonstrate command of the conventions of standard 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

Speaking & Listening:

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

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the 

topics and texts under discussion)

b. Continue a conversation through multiple exchanges

K.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

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

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

K.SL.5 With prompting and support, adapt speech to a variety of contexts, demonstrating understanding of audience, task, and purpose, drawing on a full range of linguistic skills

Language:

L.K.1 Demonstrate command of the conventions of English grammar and usage when reading, writing, or speaking: 

a.Use frequently occurring nouns and verbs.

b. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

c. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

d. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

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

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

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and 

learning the verb to duck)

b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word

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

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

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)

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

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, 

prance) by acting out the meanings

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

Math:

Counting and Cardinality:

K.CC.A.1  Count to 100 by ones and by  tens.

K.CC.A.2 Count forward to 100 beginning from a given number within the known sequence (instead of having to begin at 1)

K.CC.A.3. Represent numbers up to 20 using pictures, numerals, and number names.

K.CC.B5 Count up to 20 items demonstrating the cardinality principle

Operations and Algebraic Thinking:

K.OA.1 Represent equality in subtraction contexts 

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

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

K.OA.2 Solve addition and subtraction problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

K.OA.3 Decompose numbers up to 10.

K.OA.4 Identify combinations that make 10.

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

Geometry:

G.A.2  Correctly name shapes regardless of their orientations or overall size.

G.B.4  Identify and describe attributes of 3D objects.

G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.]

G.B.6 Compose simple shapes to form larger shapes.

Write numbers from  0-20 with proper formation.

These concepts/skills were taught in preparation for first grade, but were not included in the report card grades.

• Identify pennies, nickels, dimes, and quarters and their values.

• Identify coins that can be used to match a price up to 20 cents

• Continue and make repeating patterns

Science:

Earth and Space Sciences:

K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change their environment to meet their needs.

K-ESS3-1 Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

Physical Sciences:

K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

Engineering:

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.

Social Studies:

Geography

SS.K.3.13.3 Examine physical characteristics on maps and globes using positional words

SS.K.3.15.4 Describe how and why people move from place to place.

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 (doctor, engineer, scientist, arborist, farmer))

Health:

K-2.6.2 Name a personal health goal and describe a plan to achieve it.

Fine Arts:  Visual

Relate/synthesize knowledge and personal experiences to make art.

Introduction to relating artistic ideas and and works with societal, cultural, and historical context for basic/primary awareness, introduction and understanding. 

Fine Arts:  Performance

4.2.1b When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.

Physical Education:

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

K-2.1.2 Use basic non-locomotor skills in initial (immature) form alone, with a partner, and in small groups

K-2.1.3 Use basic manipulative 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

Computer Science:

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

1A-AP-10 - Develop programs with sequences and simple loops, to express ideas or address a problem.

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

1A-AP-14 - Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.