Choose Love

These are the standards that will be taught and assessed during the first quarter.

Criteria for GLOs:

GLO #1 - Self Directed Learner

Works independently on classroom tasks.

Raises hand to ask for help at appropriate times.

Keeps personal desk space and floor area clean and organized.

Completes work on time and independently.

Uses school tools safely and responsibly.

Sets a simple, achievable learning goal and completes important tasks first.

GLO #2 - Community Contributor

Cooperates with, helps, and encourages peers during group activities.

Helps the group stay focused with mindful behaviors.

Respects other people's feelings, ideas, and personal belongings.

Listens to and considers others' points of view without interrupting.

Follows school/class rules and demonstrates safe, safe behaviors.

Makes good choices based on identifying right and wrong.

GLO #3 - Complex Thinker

Applies prior knowledge and past experiences when learning new things or fixing a problem

Explains his/her thinking and details why an answer is correct.

Double-checks work to independently notice and fix mistakes.

Attempts to solve tricky problems using different strategies before asking for assistance.

GLO #4 - Quality Producer

Completes work neatly and accurately.

Uses success criteria, checklists, or rubrics to guide and check work.

Identifies a simple goal and uses self-assessment to check how they are doing.

GLO # 5 - Effective Communicator

Speaks clearly using an appropriate volume and eye contact with the audience.

Listens to gain information and understand new things.

Follows oral directions promptly and independently.

Communicates effectively through drawing, speaking, and writing

Expresses ideas in complete sentences

Communicates with age appropriate vocabulary

GLO # 6 - Effective and Ethical User of Technology

Uses technology (pencils, scissors, glue, iPads, etc.) appropriately and safely for their intended

purpose.

Uses devices (iPads) or media (books) to look up information and learn new things.

Uses devices or classroom tools to make, build, or create projects.

Names and explains how technology helps us at home and at school.

Follows classroom tech rules and takes physical care of devices.

Language Arts:

Reading Literature:

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

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.

 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

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

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

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.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 - Aa, Mm, Ss, Pp)

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)

b. Associate the long and short sounds with common spellings (graphemes) for the 5 major vowels 

 (closed and open syllables) (short a only)

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,)

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 (Mm, Ss, Pp, Aa)

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.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.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 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.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.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).

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.

 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:

Counting & Cardinality

CC.1 Count to 100 by ones and by tens. (rote count 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.