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Kindergarten Goals

 

Reading Goals

September 2017- Students will be able to understand:

  • Holding book right side up

  • Turning pages sequentially (front to back)

  •  Knowing that books have titles, cover and illustrations

  • Making predictions from title, cover and illustrations

  • Differentiating between pictures and text

  • Knowing pictures and text relate to each other

  • Tracking print from left to right and top to bottom

  • Knowing print represents spoken words

  • Knowing that there are spaces between words

  • Joining in reading text with familiar, repetitive or predictable pattern

  • Revisiting books shared in class and “reading” the story independently

  • Recognizing a story has a character

October 2017- Students will be able to understand:

  • Holding book right side up

  • Turning pages sequentially (front to back)

  •  Knowing that books have titles, cover and illustrations

  • Making predictions from title, cover and illustrations

  • Differentiating between pictures and text

  • Knowing pictures and text relate to each other

  • Tracking print from left to right and top to bottom

  • Knowing print represents spoken words

  • Knowing that there are spaces between words

  • Joining in reading text with familiar, repetitive or predictable pattern

  • Revisiting books shared in class and “reading” the story independently

  • Recognizing a story has a character

November 2017- Students will be able to understand:

  • When reading students will be able to compare and contrast, identify the setting, character, main idea, and sequence the story.

  • Students will use letters to sound out new words.

  • Students will use nonfiction literature to learn facts

December 2017- Students will be able to understand:

  • Isolate and pronounce the initial, medial vowel, and final sounds(phonemes) in three-phoneme (CVC) words.

  • Add or substitute individual sounds(phonemes) in simple, one-syllable words to make new words.

  • Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.

  • Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).

  • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

  • With prompting and support, identify the main topic and retell key details of a text.

  • Use frequently occurring nouns and verbs.

  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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

  • With prompting and support, retell familiar stories, including key details.

  • With prompting and support, identify characters, settings, and major events in a story.

January 2018-  Students will be able to understand:

  • Isolate and pronounce the initial, medial vowel, and final sounds(phonemes) in three-phoneme (CVC) words.

  • Add or substitute individual sounds(phonemes) in simple, one-syllable words to make new words.

  • Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.

  • Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).

  • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

  • With prompting and support, identify the main topic and retell key details of a text.

  • Use frequently occurring nouns and verbs.

  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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

  • With prompting and support, retell familiar stories, including key details.

  • With prompting and support, identify characters, settings, and major events in a story.

February 2018- Students will be able to understand:

  • Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does)

  • Identify the main topic and retell key details of a text

  • Use frequently occurring nouns and verbs

  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

  • With prompting and support, ask and answer questions about key details in a text

  • With prompting and support, identify characters, settings, and major events in a story

March 2018- Students will be able to understand:

  • Isolate and pronounce the initial, medial vowel, and final sounds(phonemes) in three-phoneme (CVC) words.

  • Add or substitute individual sounds(phonemes) in simple, one-syllable words to make new words.

  • Read common high-frequency words by sight.

  • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

  • With prompting and support, identify the main topic and retell key details of a text.

  • Use frequently occurring nouns and verbs.

  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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

  • With prompting and support, retell familiar stories, including key details.

  • With prompting and support, identify characters, settings, and major events in a story.

April 2018- Students will be able to understand:

  • Isolate and pronounce the initial, medial vowel, and final sounds(phonemes) in three-phoneme (CVC) words.

  • Add or substitute individual sounds(phonemes) in simple, one-syllable words to make new words.

  • Read common high-frequency words by sight.

  • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

  • With prompting and support, identify the main topic and retell key details of a text.

  • Use frequently occurring nouns and verbs.

  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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

  • With prompting and support, retell familiar stories, including key details.

  • With prompting and support, identify characters, settings, and major events in a story.

May 2018- Students will be able to understand:

  • Isolate and pronounce the initial, medial vowel, and final sounds(phonemes) in three-phoneme (CVC) words.

  • Add or substitute individual sounds(phonemes) in simple, one-syllable words to make new words.

  • Read common high-frequency words by sight.

  • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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

  • With prompting and support, retell familiar stories, including key details.

  • With prompting and support, identify characters, settings, and major events in a story.

  • With prompting and support, identify the main topic and retell key details of a text.

  • With prompting and support identify different genres, compare and contrast, and draw conclusions when reading.

 

Writing Goals

September 2017- Students will be able to understand:

  •  Drawing detailed and relevant pictures

  •  Dictating a message for others to write

  •  Using scribbles, drawings or letter like forms

  •  Distinguishing between writing and drawing

  •  Writing their own name

  •  Writing all the letters of the alphabet

  •  Labeling their pictures

  •  Writing that moves from left to right and top to bottom

  •  Holding pencil and paper correctly

  •  Using phonological knowledge to map sounds to letters

October 2017- Students will be able to understand:

  •  Drawing detailed and relevant pictures

  •  Dictating a message for others to write

  •  Using scribbles, drawings or letter like forms

  •  Distinguishing between writing and drawing

  •  Writing their own name

  •  Writing all the letters of the alphabet

  •  Labeling their pictures

  •  Writing that moves from left to right and top to bottom

  •  Holding pencil and paper correctly

  •  Using phonological knowledge to map sounds to letters

November 2017- Students will be able to understand:

  •  draw and label their pictures

  •  write a complete sentence with capitalization, punctuation and sight words

  •  use non-fiction literature to write about

December 2017- Students will be able to understand:

  • Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts in which they name what they are writing about and supply some information about the topic.

  • Use capital letters to begin sentences

  • Use punctuation marks

January 2018- Students will be able to understand:

  • Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts in which they name what they are writing about and supply some information about the topic.

  • Use capital letters to begin sentence

  • Use punctuation marks

February 2018- Students will be able to understand:

  • 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

March 2018- Students will be able to understand:

  • “How to” Writing- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

  • “How to” Writing- Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

  • Use capital letters to begin sentence

  • Use punctuation marks

  • use letter sounds to write new words

April 2018- Students will be able to understand:

  • “How to” Writing- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

  • “How to” Writing- Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

  • Use capital letters to begin sentence

  • Use punctuation marks

  • use letter sounds to write new words

May 2018- Students will be able to understand:

  • Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts in which they name what they are writing about and supply some information about the topic.

  • Use capital letters to begin sentence

  • Use punctuation marks

 

Math Goals

September 2017- Students will be able to understand:

  • Recognizing numbers 0-10

  •  Writing numbers 0-5

  •  Representing each number 0-5 using cubes

  •  Modeling and counting 5 objects

  •  Matching the quantity to the numeral

  •  Recording their number representations with drawings

  •  Knowing that each successive number refers to a quantity that is one larger

  • Understanding the meaning of 0

  •  Solving problems by making a model

October 2017- Students will be able to understand:

  •  Recognizing numbers 0-10

  •  Writing numbers 0-5

  •  Representing each number 0-5 using cubes

  •  Modeling and counting 5 objects

  •  Matching the quantity to the numeral

  •  Recording their number representations with drawings

  •  Knowing that each successive number refers to a quantity that is one larger

  •  Understanding the meaning of 0

  •  Solving problems by making a model

November 2017- Students will be able to understand:

  •  Compare numbers to 5.

  •  Know number names and the count sequence

  •  Count to tell the number of objects.

December 2017- Students will be able to understand:

  • Recognizing numbers 0-10

  • Writing numbers 0-10

  • Representing each number 0-10 using cubes

  • Modeling and counting 10 objects

  • Matching the quantity to the numeral 

  • Recording their number representations with drawings

  • Knowing that each successive number refers to a quantity that is one larger

  • Understanding the meaning of 0

  • Solving problems by making a model

  • Solve addition problems

January 2018- Students will be able to understand:

  • Use expressions to represents addition within 10.

  • Use objects, drawings and equations to solve addition words problems within 10.

  • Decompose numbers to 10 and record an equation.

  • Begin to use expressions to represent subtraction within 10.

February 2018- Students will be able to understand:

  • Use expressions to represent subtraction within 10

  • Use objects, drawings and equations to solve subtraction word problems within 10

  • Record the related fact and explain why they are related

March 2018- Students will be able to understand:

  • use objects to decompose the numbers 11-19 into ten ones and some further ones.

  • represent 11-19 objects with number names and written numerals

  • solve problems by using the strategy “draw a picture”

  • write numbers from 11-19

April 2018- Students will be able to understand:

  • know number names and the count sequence to 20

  • count to tell the number of objects to 20

  • compare numbers to 20

  • count to 50 and 100 by ones

  • count to 100 by tens

  • count by 10s

May 2018- Students will be able to understand:

  • Identify name and describe circles, square, triangles, rectangles, and hexagons.

  • Compare two dimensional shapes by attributes.(sides, vertex, curves)

  • Make new shapes by joining other shapes.

  • Identify name and describe spheres, cubes, cylinders, and cones.

  • Analyze and compare three dimensional shapes by attributes.

  • Flat surface, curved surface, roll, stack, slide.

  • Model 2 and 3D shapes by building and drawing.

  • Use prepositions to describe shapes in the environment. 

 

Science Goals

September 2017- Students will be able to understand:

  •  Trees have identifiable structures.

  •  Trees are a resource that provides food.

  •  Trees are growing, living organisms.

  •  A tree is alive and that it drinks water and grows.

  •  The parts of a tree.

October 2017- Students will be able to understand:

  •  Trees have identifiable structures.

  •  Trees are a resource that provides food.

  •  Trees are growing, living organisms.

  •  A tree is alive and that it drinks water and grows.

  •  The parts of a tree.

November 2017- Students will be able to understand:

  • Students will understand that plants require air, water, nutrients, and light in order to live and thrive.

  •  Each plant has different structures that serve different functions in growth, survival, and reproduction.

  •  In order to survive in their environment, plants and animals must be adapt to that environment

December 2017- Students will be able to understand:

  •  Students will explore the physical properties of wood.

  •  Students will investigate a variety of wood and see the differences and similarities.

  • Students will investigate where wood comes from and how it is made.

January 2018- Students will be able to understand:

  • Matter has properties that can be observed through the senses.

  • Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light.

  • Measurements can be made with standard metric units and nonstandard units.

February 2018- Students will be able to understand:

  • Matter has properties that can be observed through the senses.

  • Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light.

  • Measurements can be made with standard metric units and nonstandard units.

March 2018- Students will be able to understand:

  • Animals need air, water, and food in order to live and thrive.

  • Nonliving things do not live and thrive.

  • Nonliving things can be human-created or naturally occurring.

  • Living things grow, take in nutrients, breathe, reproduce, eliminate waste, and die.

  • Plants and animals closely resemble their parents and other individuals in their species. 

April 2018- Students will be able to understand:

  • Animals need air, water, and food in order to live and thrive.

  • Nonliving things do not live and thrive.

  • Nonliving things can be human-created or naturally occurring.

  • Living things grow, take in nutrients, breathe, reproduce, eliminate waste, and die.

  • Plants and animals closely resemble their parents and other individuals in their species. 

May 2018- Students will be able to understand:

  • Animals need air, water, and food in order to live and thrive.

  • Nonliving things do not live and thrive.

  • Nonliving things can be human-created or naturally occurring.

  • Living things grow, take in nutrients, breathe, reproduce, eliminate waste, and die.

  • Plants and animals closely resemble their parents and other individuals in their species. 

 

Social Studies Goals

September 2017- Students will be able to understand:

  •  Knowing what a school is

  •  Knowing why we go to school

  •  Knowing what it means to be a good citizen of a school community

  •  Recognizing that there are school rules

  •  Understanding that they have responsibilities in school

  •  Knowing who the school leaders are

  •  Showing their understanding of respect

October 2017- Students will be able to understand:

  • 7Knowing what a school is

  •  Knowing why we go to school

  •  Knowing what it means to be a good citizen of a school community

  •  Recognizing that there are school rules

  •  Understanding that they have responsibilities in school

  •  Knowing who the school leaders are

  •  Showing their understanding of respect

November 2017- Students will be able to understand:

  •  Their sense of self is shaped by experiences that are unique to them and their families, and by common experiences shared by a community or nation.

  •  Children, families, and communities exhibit cultural similarities and differences.

  •  Symbols and traditions help develop a shared culture and identity within the United States

December 2017- Students will be able to understand:

  • People come from many parts of the world

  • People speak different languages

  • We can respect each other’s beliefs, traditions, and celebrations

January 2018- Students will be able to understand:

  • People come from many parts of the world

  • People speak different languages

  • We can respect each other’s beliefs, traditions, and celebrations

  • symbols of the United States

  • leaders of the United States

February 2018- Students will be able to understand:

  • We can respect each other’s beliefs, traditions, and celebrations

  • Symbols and traditions help develop a shared culture and identity within the U.S.

  • American citizens elect their leaders into office

  • Washington, D.C. is the capital of the U.S.

March 2018- Students will be able to understand:

  • Communities have unique features and special purpose buildings (homes, schools, businesses, places of worship, libraries, parks, leaders, police/fire station, museums, hospitals)

  • Communities have rules and routines (garbage collection, street signs, crossing the street)

  • Communities have history

  • Communities change over time

  • Communities have landmarks, monuments, and architecture

  • Communities have forms of transportation

  • Communities have local organizations

April 2018- Students will be able to understand:

  • Communities have unique features and special purpose buildings (homes, schools, businesses, places of worship, libraries, parks, leaders, police/fire station, museums, hospitals)

  • Communities have rules and routines (garbage collection, street signs, crossing the street)

  • Communities have history

  • Communities change over time

  • Communities have landmarks, monuments, and architecture

  • Communities have forms of transportation

  • Communities have local organizations

May 2018- Students will be able to understand:

  • The family structure K.2a, K.2b, K.3b 

  • Families are important

  • Families are made up of members

  • Families can have a variety of structures

  • Families are diverse

  • Families members may or may not live together

  • People have needs and wants. Goods and services can satisfy people’s wants. Scarcity is the condition of not being able to have all of the goods and services that a person wants or needs.

  • The past, present and future describe points in time and help us examine and understand events.