| Math | |||
| PK | K | 1 | 2 |
| 1. Count with 1:1 correspondence N&O K-1 | Demonstrates
conceptual understanding of rational numbers with respect to: whole numbers from 0 to 12 through investigations that apply the concepts of equivalency in composing or decomposing numbers using models, explanations, or other representations; and positive fractional numbers (1/2) as “fair share” (i.e., equal sized parts or sets) using models, explanations, or other representations. N&O - K.1 |
(N&O:1:1) Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 100 using place value, by applying the concepts of equivalency in composing or decomposing numbers; and in expanded notation using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, or a/4, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area models where the denominator is equal to the number of parts. | (N&O:2:1)Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 199 using place value, by applying the concepts of equivalency in composing or decomposing numbers (e.g., 34 = 17 + 17; 34 = 29 + 5); and in expanded notation (e.g., 141 = 1 hundred + 4 tens + 1 one or 141 = 100 + 40 + 1) using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, or a/4, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area and set models where the denominator is equal to the number of parts in the whole using models, explanations, or other representations. |
| Count by rote (1-20) [N & O K-2] Recognize and name numbers (0 - 10) [N & O K-2] | Demonstrates understanding of the relative magnitude of numbers from 0 to 20 through investigations that demonstrate one-to-one correspondence; that compare whole numbers to each other or to benchmark whole numbers (5, 10); that demonstrate an understanding of the relation of inequality when comparing whole numbers by using “1 more” or “1 less”; that connect numbers orally and written as numerals to the quantities that they represent using models, representations, or number lines.N&O - K.2 | (N&O:1:2) Demonstrates understanding of the relative magnitude of numbers from 0 to 100 by ordering whole numbers; by comparing whole numbers to each other or to benchmark whole numbers (5, 10, 25, 50, 75, 100); by demonstrating an understanding of the relation of inequality when comparing whole numbers by using “1 more”, “1 less”, “5 more”, “5 less”, “10 more”, “10 less”; and by connecting number words (from 0 to 20) and numerals (from 0 to 100) to the quantities and positions that they represent using investigations, models, representations, or number lines | (N&O:2:2) Demonstrates understanding of the relative magnitude of numbers from 0 to 199 by ordering whole numbers; by comparing whole numbers to each other or to benchmark whole numbers (10, 25, 50, 75, 100, 125, 150, or 175); by demonstrating an understanding of the relation of inequality when comparing whole numbers by using “1 more”, “1 less”, “10 more”, “10 less”, “100 more”, or “100 less”; or by connecting number words and numerals to the quantities they represent using models, number lines, or explanations. |
| Label shapes (circle, square, triangle, rectangle) [G & M K-1] Label colors (8 basic, pink, white) [G&M K -1 Sort objects by color, shape, size when given category [G&M K - 1 | Demonstrates conceptual understanding of mathematical operations through investigations involving addition and subtraction of whole numbers (from 0 to 10) by solving problems involving joining actions, separating actions, part-part whole relationships, and comparison situations; and addition of multiple one-digit whole numbers. See Appendix A. N&O-K.3 | (N&O:1:3) Demonstrates conceptual understanding of mathematical operations involving addition and subtraction of whole numbers (from 0 to 30) by solving problems involving joining actions, separating actions, part-part whole relationships, and comparison situations; and addition of multiple one-digit whole numbers. | (N&O:2:3) Demonstrates conceptual understanding of mathematical operations involving addition and subtraction of whole numbers by solving problems involving joining actions, separating actions, part-part whole relationships, and comparison situations; and addition of multiple one-digit whole numbers. |
| Count by rote (1-20) [N & O K-2] | N&O-K.5 Demonstrates understanding of monetary value through investigation involving knowing the names and values for coins (penny, nickel and dime). | (N&O:1:5) Demonstrates understanding of monetary value by knowing the names and values for coins (penny, nickel, dime, and quarter); and by adding collections of like coins together to a sum no greater than $1.00. | (N&O:2:5) Demonstrates understanding of monetary value by adding coins together to a value no greater than $1.99 and representing the result in dollar notation; making change from $1.00 or less, or recognizing equivalent coin representations of the same value (values up to $1.99). |
| Recognize and complete AB patterns [F & A K-1] | Uses properties, attributes, composition, or decomposition to sort or classify polygons (triangles, squares, rectangles, rhombi, trapezoids, and hexagons) or objects by using one non-measurable or measurable attribute; and recognizes, names, and builds polygons and circles in the environment. G&M-K-1 | (G&M:1:1) Uses properties, attributes, composition, or decomposition to sort or classify polygons (triangles, squares, rectangles, rhombi, trapezoids, and hexagons) or objects by a combination of two non-measurable or measurable attributes; and recognizes, names, builds, and draws polygons and circles in the environment. | (G&M:2:6) Demonstrates conceptual understanding of perimeter and area by using models or manipulatives to surround and cover polygons. |
| Math | |||
| PK | K | 1 | 2 |
| Complete and interpret bar and T graphs [DSP K-1] | Demonstrates conceptual understanding of measurable attributes using comparative language to describe and compare attributes of objects (length [longer, shorter], height [taller, shorter], weight [heavier, lighter], temperature [warmer, cooler], and capacity [more, less]); and compares objects visually and with direct comparison. G&M–K–7 | (G&M:1:6) Demonstrates conceptual understanding of the length/height of a two-dimensional object using non-standard units (e.g. comparing objects to trains of small cubes, using iterations of a small unit to measure an object). | (G&M:2:7) Measures and uses units of measures appropriately and consistently, and makes conversions within systems when solving problems across the content strands. |
| Determines elapsed and accrued time as it relates to calendar patterns (days of the week, yesterday, today, and tomorrow), the sequence of events in a day; and identifies a clock and calendar as measurement tools (days of week, months of the year). G&M–K–8 | (G&M:1:7) Demonstrates conceptual understanding of measurable attributes using comparative language to describe and compare attributes of objects (length [longer, shorter], height [taller, shorter], weight [heavier, lighter], temperature [warmer, cooler], and capacity [more, less]); compares objects visually, with direct comparison, and using non-standard units. | (F&A:2:4)Demonstrates conceptual understanding of equality by finding the value that will make an open sentence true (e.g., 35 + ?=100). (limited to one operation and limited to use addition or subtraction.) | |
| Identifies and extends to specific cases a variety of patterns (sequences of shapes, sounds, movement, colors, and letters) by extending the pattern to the next one, two or three elements, or by translating AB patterns across formats (e.g., an abb pattern can be represented as snap, clap, clap or red, yellow, yellow) or by identifying number patterns in the environment. F&A–K–1 | (F&A:1:1) Identifies and extends to specific cases a variety of patterns (repeating and growing [numeric and non-numeric]) represented in models, tables, or sequences by extending the pattern to the next one, two, or three elements, by finding a missing element (e.g., 2, 4, 6, ___, 10), or by translating repeating patterns across formats (e.g., an abb pattern can be represented as snap, clap, clap; or red, yellow, yellow; or 1, 2, 2). | (DSP:2:1) Interprets a given representation (pictographs with one-to-one correspondence, line plots, tally charts, or tables) to answer questions related to the data, or to analyze the data to formulate conclusions | |
| Interprets a given representation created by the class (models and tally charts) to answer questions related to the data, or to analyze the data to formulate conclusions using words, diagrams, or verbal/scribed responses to express answers DSP–K–1 IMPORTANT:Analyzes data consistent with the concepts and skills in M (DSP-K-2) | (G&M:1-8) Determines elapsed and accrued time as it relates to calendar patterns (days of week, months of year), the sequence of events in a day; and recognizes an hour and “on the 1/2 hour” | (DSP:2:4) Uses counting techniques to solve problems involving combinations using a variety of strategies (e.g., student diagrams, organized lists, tables, tree diagrams, or others); (e.g., How many ways can you make 50 cents using nickels, dimes, and quarters?) | |
| (D.S.P.: 1-1) Interprets & analyzes a given representation patterns, trends, or distributions in data created by the class (models, tally charts, pictographs with one-to-one correspondence, and tables) to answer questions related to the data, or to analyze the data to formulate conclusions using words, diagrams, or verbal/scribed responses to express answers | |||
| Reading | |||
| PK | K | 1 | 2 |
| Read words (read their own and classmate’s names)[R-K-1.4] | R-K-1 Applies word identification and decoding
strategies (leading to automaticity) by … R—K—1.1 Demonstrating a basic understanding of how the letters of phonetically regular words (going from left to right), represent their sounds R—K—1.4 Reading high frequency words, including names, environmental print, sight words as appropriate to the child’s personal and classroom experiences R—K—1.5 Recognizing and naming all upper and lower case letters R—K—1.6 Identifying the primary sounds represented by most letters sound-symbol correspondence |
Applies word identification and decoding strategies (leading to automaticity) by … R—1—1.1 Sounding out regularly spelled (decodable) one-syllable or two-syllable words using letter-sound correspondence knowledge | Applies
word identification and decoding strategies by … R–2–1.1 Identifying regularly spelled multi-syllabic words by using knowledge of sounds, syllable types, or word patterns (including most common spellings for consonants and vowels, e.g., knot, catch, float, fight; or common suffixes) |
| Identify letters in name [R-K-1.5] | R–K–3 Shows breadth of vocabulary knowledge,
demonstrating understanding of word meanings or relationships by ...… R—K—3.1 Identifying synonyms and antonyms (e.g., big/large; hot/ cold) to connect new words to known words R—K—3.2 Demonstrating knowledge of basic concepts (i.e.: common words that describe position in space and time, such as: over, between, after, behind) R—K—3.3 Organizing words by category (e.g., sorting pictures or objects into groups) |
Students
identify the meaning of unfamiliar vocabulary by… R—1—2.1 Using strategies to unlock meaning (e.g., activating prior knowledge, using cues, using context clues, or asking questions during read-alouds or text reading) |
Students
identify the meaning of unfamiliar vocabulary by… R—2—2.1 Using strategies to unlock meaning |
| Know letter sounds (Know the initial letter sound of their name and the days of the week. Understand that letters have sound.)[R-K-1.6] | R–K–4
Demonstrate initial understanding of elements of literary texts read aloud
by… R—K—4.1 Identifying characters in a story R—K—4.2 Responding to simple questions about a book’s content (e.g.,What did that hungry caterpillar eat?) R—K—4.3 Generating questions during read alouds |
Shows
breadth of vocabulary knowledge, demonstrating understanding of word meanings
or relationships by… R-1-3.1 Identifying synonyms and antonyms to connect new words to known words R-1-3.2 Selecting appropriate words to use in context |
Shows
breadth of vocabulary knowledge, demonstrating understanding of word meanings
or relationships by… R-2-3.2 Selecting appropriate words to use in context, including words specific to the content of the text |
| Expand vocabulary by hooking with prior knowledge (food, furniture, vehicles, clothing, school items, household items, animals)[R-K-3.1] | R-K-9 Demonstrates phonemic awareness and applies
phonological knowledge and skills by… R—K—9.1 Blending and segmenting syllables and onset-rimes (e.g., cup-cake, s-at) R—K—9.3 Isolating phonemes in single syllable words (e.g., “tell me the first sound in ‘mop’;” “tell me the last sound in ‘mop) R—K—9.5 Recognizing pairs of rhyming words |
Demonstrate
initial understanding of elements of literary texts by… R–2–4.1 Identifying or describing character(s), setting, problem, solution, or major events, as appropriate to text R-2-4.2 Sequencing key events in order, as appropriate to text R-2-4.2b Retelling the key elements of a story |
Demonstrate
initial understanding of elements of literary texts by… R–2–4.1 Identifying or describing character(s), setting, problem, solution, or major events, as appropriate to text |
| Ask and answer questions (yes, no, what, why, where)[R-K-4.2] | R-K-10 Demonstrates understanding of concepts of
print during shared or individual reading by… R—K—10.1 Distinguishing between printed letters and words R—K—10.2 Following text with finger-pointing (e.g., charts, simple books), demonstrating left-to right and top-to bottom directionality R—K—10.3 Identifying the first and last parts of a word (beginning/end of the word) R—K—10.4 Identifying key parts of a book: front and back, print, illustrations (Local) |
Analyze
and interpret elements of literary texts, citing evidence where appropriate
by… R–2–5.1 Making logical predictions R–2–5.2 Identifying relevant physical characteristics or personality traits of main characters R–2–5.3 Making basic inferences about problem or solution |
Analyze
and interpret elements of literary texts, citing evidence where appropriate
by… R–2–5.1 Making logical predictions R–2–5.2 Identifying relevant physical characteristics or personality traits of main characters R–2–5.3 Making basic inferences about problem or solution |
| Reading | |||
| PK | K | 1 | 2 |
| Hear rhyming sounds: (Beginning understanding of rhyme and recognize the beginning vs. the end of words)[R K-9.5] | Demonstrate
initial understanding of informational texts (expository and practical texts)
by… R—1—7.1 Obtaining information, using text features (e.g., title and illustration) R—1—7.2 Using explicitly stated information to answer questions |
Demonstrate
initial understanding of informational texts (expository and practical texts)
by… R–2–7.1 Obtaining information, from text features (e.g., simple table of contents, glossary, charts, graphs, diagrams, or illustrations) R–2–7.2 Using explicitly stated information to answer questions |
|
| Write letters and words (write shapes and some letters)[W-K-1.1] | Analyze
and interpret informational text read aloud or independently, citing evidence
as appropriate by… R—1—8.1 Telling what was learned R—1—8.2 Identifying the topic of the text or explaining the title R—1—8.3 Making basic inferences or drawing basic conclusions. |
Analyze
and interpret informational text, citing evidence as appropriate by… R–2–8.1 Stating what was learned R–2–8.3 Making basic inferences or drawing basic conclusions |
|
| Follow 3 step directions (related directions)[OCK1.1] | Demonstrates
phonemic awareness and applies phonological knowledge and skills by… R—1—9.1 Blending and segmenting syllables and onset-rimes (e.g., cup-cake,) R—1—9.2 Blending and segmenting phonemes in one syllable words R—1—9.3 Isolating phonemes in single syllable words (e.g., “tell me the first sound in ‘mop’;” “tell me the last sound in ‘mop,’” “tell me the middle sound in ‘mop.’”) |
||
| Speak in complete sentences using correct tense, pronouns and plurals. | |||
| Writing | |||
| PK | K | 1 | 2 |
| W-K-1.1 | In
independent writing, students demonstrate command of appropriate English
conventions by... W-K-9.5 Using phonemic awareness and letter knowledge to spell independently (using phonetic or temporary spelling) and logically representing consonant sounds (e.g., initial or final sounds) |
(W 1-1.1) Students demonstrate command of the structures of sentences writing recognizable short sentences. | Structures of Language |
| (W 1-2) In response to literary or informational text, students show understanding of plot /ideas/concepts by representing understanding through pictures, “words,” “sentences,” or some combination. | (W–2–1.1) Students demonstrate command of the structures of sentences, paragraphs, and text by writing short sentences | ||
| (W 1-3.1) In response to literary or informational text read aloud or read independently, students will make and support judgments about text by using prior knowledge or references to respond to a question taking the form of pictures, words, sentences, or some combination. | (W-2-2.1) In response to literary or informational text, students show understanding of plot /ideas/concepts by selecting information to set context/background. | ||
| (W 1-3.4, 1-4.1) Students will be able to organize ideas using a beginning, middle, and ending to create an understandable story line in the form of words, pictures, or some combination. | (W—2—3.1) In response to literary or informational text, students make and support analytical judgments about text by stating a focus (purpose), when responding to a given question | ||
| (W 1-5.3) Students demonstrate use of narrative strategies by creating character(s) in the form of words. | (W—2—3.3 )Using details or references to text to support a given focus (Note: support may include prior knowledge) | ||
| (W 1-6.1, 6.2, 6.3) In informational writing, students will organize ideas/concepts by sorting and classifying facts, and listing steps of a procedure in a logical order with instructional support. | (W—2—3.4) Organizing ideas by using a beginning, middle, and concluding statement/sentence given a structure. | ||
| (W 1-7.1) In informational writing, students demonstrate use of elaboration strategies by including details/information relevant to topic. | (W–2–4.1) In written narratives, students organize and relate a story line/plot/series of events by creating a clear understandable story line, with a beginning, middle, and end, when given a structure | ||
| (W 1-9.5a, 9.5b) In independent writing, students demonstrate command of English conventions by using phonemic awareness and letter knowledge to spell and correctly spelling basic sight words. | (W–2–5.3, 5.5, 5.6 ) Students demonstrate use of narrative strategies by creating character(s), using descriptors, and writing about experiences, extending, and elaborating ideas. | ||
| (W—2—6.1,-6.2, W—2-7.1, 7.2) In informational writing (reports or procedures), students organize ideas/concepts by using a given organizational structure with instructional support, selecting facts to set context/background, establish a topic, and restate a given focus/controlling idea on a topic (purpose) | |||
| Oral Communication | |||
| PK | K | 1 | 2 |
| OC-K-1.1 | In
oral communication, students demonstrate interactive listening by… OC-K-1.1 Following simple verbal instructions and directions OC-K-1.2 Listening and responding to stories, songs, or poems |