Kindergarten Goals
Reading Goals
September - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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
November - 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 - 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 - 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 - 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 - 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 - 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 - 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.