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The standards covered in ...

Quarter 1:

Language Arts:

Reading Literature:

• RL.3 With prompting and support, identify characters and setting  in a story.

• RL.4 Ask and answer questions about unknown words in a text.

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

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

Reading Informational:

• 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.7  With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts.

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

Reading Foundational:

• 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 - Aa, Mm, Ss, Pp)

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

• a. Recognize and produce rhyming words.

• b. Count, pronounce, blend, and segment syllables in spoken words.

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

• d. Isolate and pronounce the initial and final sounds (phonemes) in three-phoneme    

(consonant-vowel-consonant, or CVC) words. (This does not include CVCs 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 letter-sound correspondences by producing the primary or most frequent sound for each consonant.  (only letters - Mm, Ss, Pp)

• b. Associate the short sounds with the common spellings (graphemes) for the five major vowels. (short a)

• c. Read common high-frequency words by sight.  (I, can, see, we, a, the,)

• RF.4  Read emergent-reader texts with purpose and understanding. 

Writing: 

• W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

Speaking & Listening:

• 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 

• 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.

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

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

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

• SL.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. Print many upper- and lowercase letters.  (Aa, Mm, Ss, Pp)         

• b.  Use frequently occurring nouns and verbs.

• f. Produce and expand complete sentences in shared language activities.  

• L.2 c.  Write a letter or letters for most consonant and short-vowel sounds (phonemes)

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

• L.5 Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent

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

• categories represent. 

• L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.                                                                                                                                                             

Math:

Counting & Cardinality

• CC.1 Count to 100 by ones and by tens. (up to 15)

• CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). (up to 15)

• CC.3 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). (numbers 0-10)

• CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. (numbers 0-10)

• 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 are 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.

• CC.5 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. (up to 0-10)

• CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.)

• CC.7 Compare two numbers between 1 and 10 presented as written numerals.

Measurement & Data

• MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (length, weight, capacity)

• MD.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 describe one child as taller/shorter.

• MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)

Write numbers from  0-10 with proper formation.

Science:

Earth and Space Science:

• K-ESS2-1 Earth's Systems. Use and share observations of local weather conditions to describe patterns over time.

Physical Science:

• K-PS3-1 Make observations to determine the effect of sunlight on Earth's surface.

• K-PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.

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.

Social Studies:

• Political Science /  Civics

• SS.K.1.8.1  Compare rules that apply in different  settings and evaluate the consequences of following or not  following rules

• SS.K.1.8.2  Determine ways that people can work together effectively to make decisions

• SS.K.1.7.3  Compare roles and responsibilities of self and others at home, at school, and in neighborhood settings

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-2.3.1 Participate regularly in physical activities 

Fine Arts

Performance 

• Pr4.2.PKa With substantial guidance, explore and demonstrate awareness of musical contrasts.

• FA.K.2.1 Use singing voice to echo short melodic patterns in appropriate range.

Visual

• VA:Cr1.1.1.Ka  Engage in exploration with materials.

Career & Technical Education:

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

• K.2.2 Identify various workers and their jobs in the community (librarian, meteorologist, teacher, police officer, firefighter, dentist, baker, postal worker)

Health:

• K-2.1.1 Describe appropriate ways to express feelings

• K-2.5.1 Use effective verbal and nonverbal communication

Computer Science:  

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

• 1A-NI-04 Explain what passwords are and why we use them, and use strong passwords to protect devices and information from unauthorized access.

• 1A-CS-02 Use appropriate terminology in identifying and describing the function of common physical components of computing systems (hardware). (mouse, keyboard, headphones, trackpad, monitor, Chromebook, iPad)

• 1A-CS-03 Describe basic hardware and software problems using accurate terminology.