First Quarter Expectations
WSFCS English/Language Arts Common Core State Standards for Kindergarten
|First Quarter Expectations |Second Quarter Expectations |Third Quarter Expectations |Fourth Quarter Expectations |
|*Reading: |*Reading: |*Reading: |*Reading: |
|With prompting and support ask and answer questions |With support name the author and/or illustrator of a |Ask and answer questions about important details in a |Independently identify characters, settings, and major |
|about important details in a text |text and explain the role of each |text |events in a story |
|With support retell a familiar story and include |Compare and contrast the similarities and differences |Independently retell a familiar story and include |Ask and answer questions about unknown words in a text |
|important details |of characters in a text with prompting |important details |independently as needed |
|With prompting and support identify characters, |With support ask and answer questions about important |Identify characters, settings, and major events in a |Recognize differences in types of texts (stories and |
|settings, and major events in a story |details in a text |story |poems) independently |
|With support describe the relationship between |With prompting retell a familiar story and include |Ask and answer questions about unknown words in a text |Name the author and/or illustrator of a text and |
|illustrations and text in a story |important details |with prompting |explain the role of each |
|With prompting and support name the author and/or |With prompting identify characters, settings, and major|Recognize differences in types of texts (stories and |Describe the relationship between illustrations and |
|illustrator of a text |events in a story |poems) |text |
|Ask and answer questions about unknown words in a text |Ask and answer questions about unknown words in a text |Name the author and/or illustrator of a text and |Identify the reasons an author gives to support points |
|with support and prompting |with support |explain the role of each |in a text |
|Identify parts of a book with prompting: |Recognize differences in types of texts (stories and |Compare and contrast the similarities and differences |Identify similarities and/or differences between two |
|Front cover |poems) with support |of characters in a text |texts on the same topic |
|Back cover |identify parts of a book: |Describe the relationship between illustrations and |Read and comprehend stories and informational text at a|
|Title page |Front cover |text |kindergarten level |
|*Speaking and Listening: |Back cover |With support identify the reasons an author gives to |*Speaking and Listening: |
|Participate in collaborative conversations about |Title page |support points in a text |Participate in collaborative conversations about |
|kindergarten topics in large groups |*Speaking and Listening: |With support identify similarities and/or differences |kindergarten topics and texts in small and large |
|Follow agreed upon rules for discussions |Participate in collaborative conversations about |between two texts on the same topic |groups |
|Confirm understanding of a text read aloud by answering|kindergarten topics in small and large groups |With support read and comprehend stories and |Confirm understanding of a text read aloud or |
|questions about key details |Follow agreed upon rules for discussions by listening |informational text at a kindergarten level |information presented orally or through other media by |
|With prompting and support, describe familiar people, |to others and taking turns speaking |*Speaking and Listening: |asking and answering questions about key details and |
|places, things, and events |Continue a conversation through multiple exchanges |Participate in collaborative conversations about |requesting clarification if something is not understood|
|Speak audibly and express thoughts, feelings, and ideas|Confirm understanding of a text read aloud by asking |kindergarten topics and texts in small and large |Ask and answer questions in order to seek help, get |
|clearly |and answering questions about key details |groups |information, or clarify something that is not |
|*Language: |With prompting and support, describe familiar people, |Confirm understanding of a text read aloud by |understood |
|Print some of the uppercase and lowercase letters |places, things, and events and provide additional |requesting clarification if something is not understood|Speak audibly and express thoughts, feelings, and ideas|
|Use nouns and verbs when speaking most of the time |details |Add drawings or other visual displays to descriptions |clearly |
|Understand and use question words when speaking (who, |Speak audibly and express thoughts, feelings, and ideas|to provide additional detail |*Language: |
|what, where, when, why, how) most of the time |clearly |Speak audibly and express thoughts, feelings, and ideas|Print most of the uppercase and lowercase letters |
|Use prepositions in speaking (to, from, in, out, on, |*Language: |clearly |Use nouns and verbs when writing or speaking |
|off, for, of, by, with) most of the time |Print many of the uppercase and lowercase letters |*Language: |Form plural nouns by adding an /s/ or /es/ to words |
|With support recognize that the first word in a |including all letters within first name |Print most of the uppercase and lowercase letters |when writing or speaking (dog, dogs; wish, wishes) |
|sentence and pronouns are capitalized |Use nouns and verbs when speaking |Use nouns and verbs when writing or speaking most of |Understand and use question words when writing and |
|Recognize and name end punctuation (., ?, !) |Understand and use question words when speaking (who, |the time |speaking (who, what, where, when, why, how) |
| |what, where, when, why, how) |Form plural nouns by adding an /s/ or /es/ to words |Use prepositions in writing and speaking (to, from, in,|
|*Writing: |Use prepositions in speaking (to, from, in, out, on, |when writing or speaking (dog, dogs; wish, wishes) |out, on, off, for, of, by, with) |
|Draw, write, or dictate to compose a story by telling |off, for, of, by, with) |Understand and use question words when writing and |Produce complete sentences in class activities |
|the events in the order they occurred and giving a |Produce complete sentences in class activities with |speaking (who, what, where, when, why, how) most of the|Capitalize the first word in a sentence and pronouns |
|reaction to what happened |support |time |Recognize and name end punctuation (., ?, !) |
|Respond to peers questions or suggestions by adding |Independently identify the first word in a sentence and|Use prepositions in writing and speaking (to, from, in,|Write a letter or letters that match consonant and |
|details to their work |pronouns by the capital letter |out, on, off, for, of, by, with) most of the time |short vowel sounds. |
|With support use technology to create and publish |Recognize and name end punctuation (., ?, !) |Produce complete sentences in class activities |Spell simple words correctly by sounding them out |
|writing | |Capitalize the first word in a sentence and pronouns |Sort common words or objects into categories |
|Remember or find information to answer a question |*Writing: |with support |Identify antonyms of words (hot, cold; short, tall) |
|*Foundational Skills: |Draw, write, or dictate to compose a story by telling |Recognize and name end punctuation (., ?, !) |Identify connections between words and how to use them |
|Follow words from left to right, top to bottom, and |the events in the order they occurred and giving a |Write a letter or letters that match consonant and |(places at school that are colorful) |
|page by page with support |reaction to what happened |short vowel sounds |Identify synonyms of words by acting them out (walk, |
|Understand that words are separated by spaces in print |Respond to peers questions or suggestions by adding |Spell simple words by sounding them out |march, strut, prance). |
|Recognize and name some upper- and lowercase letters of|details to their work |Sort common words or objects into categories |*Writing: |
|the alphabet |With support use technology to create and publish |Identify antonyms of words (hot, cold; short, tall) |Draw, write, or dictate to compose an informative piece|
|Recognize and produce rhyming words |writing |with support. |that names the topic, and gives information about the |
|Blend and segment onsets and rimes of single-syllable |Remember or find information to answer a question |Identify connections between words (places at school) |topic |
|spoken words |*Foundational Skills: |Identify synonyms of words by acting them out (walk, |Participate in research and writing projects with |
|Isolate and pronounce the initial sounds in words with |Follow words from left to right, top to bottom, and |march, strut, prance) |classmates |
|three sound |page by page |*Writing: |Use technology to create and publish writing that is on|
| |Understand that words are separated by spaces in print |Draw, write, or dictate to compose an opinion piece |grade level |
| |Recognize and name many upper- and lowercase letters of|that gives a topic, and states an opinion about the |*Foundational Skills: |
| |the alphabet |topic (My favorite book is….) |Understand that words are separated by spaces in print |
| |Recognize and produce rhyming words |Respond to peers questions or suggestions by adding |Recognize and name all upper- and lowercase letters of |
| |Count, pronounce, blend, and segment syllables in |details to their work |the alphabet |
| |spoken words |Use technology to create and publish writing |Isolate and pronounce the initial, medial vowel, and |
| |Isolate and pronounce the initial and final sounds in |Participate in research and writing projects with |final sounds in words with three sounds |
| |words with three sounds |classmates |Distinguish between similarly spelled words by |
| |Read common high-frequency words by sight |*Foundational Skills: |identifying the sounds of the letters that differ |
| |Add or substitute individual sounds in simple, one |Recognize and name most upper- and lowercase letters of|Read emergent-reader texts with purpose and |
| |syllable words to make new words |the alphabet |understanding |
| | |Isolate and pronounce the initial, medial vowel, and | |
| | |final sounds in words with three sounds | |
| | |Produce the primary sound or many of the most frequent | |
| | |sounds for each consonant | |
| | |Connect the long and short sounds with common spellings| |
| | |for the five major vowels | |
| | | | |
WSFCS Mathematics Common Core State Standards for Kindergarten
|First Quarter Expectations |Second Quarter Expectations |Third Quarter Expectations |Fourth Quarter Expectations |
|*Mathematics: |*Mathematics: |*Mathematics: |*Mathematics: |
|Counting and Cardinality |Counting and Cardinality |Counting and Cardinality |Counting and Cardinality |
|Knows number names and counts in sequence |Knows number names and counts in sequence |Knows number names and counts in sequence |Knows number names and counts in sequence |
|Rote counts to 10 by ones |Rote counts to 20 by ones |Rote counts to 50 by ones and tens |Rote counts to 100 by ones and tens |
|Writes numbers from 1 to 10 to show a number of objects |Writes numbers from 0 to 20 to show number of objects |Writes numbers from 0 to 20 to show number of objects|Counts to tell the number of objects |
|Counts to tell the number of objects |Counts forward beginning from a given number |Counts to tell the number of objects |Understands relationship between numbers and |
|Understands relationship between numbers and |Counts to tell the number of objects |Understands relationship between numbers and |quantities/connects counting to objects in a set |
|quantities/connects counting to objects in a set |Understands relationship between numbers and |quantities/connects counting to objects in a set |Counts objects in standard order, pairing one object |
|Counts objects in standard order, pairing one object with |quantities/connects counting to objects in a set |Counts objects in standard order, pairing one object |with only one number name |
|only one number name |Counts objects in standard order, pairing one object |with only one number name |Understands the last number named tells the number of |
|Understands the last number named tells the number of |with only one number name |Understands the last number named tells the number of|objects counted |
|objects counted |Understands the last number named tells the number of |objects counted |Understands each successive number named refers to a |
|Understands each successive number named refers to a |objects counted |Understands each successive number named refers to a |quantity that is one larger |
|quantity that is one larger |Understands each successive number named refers to a |quantity that is one larger |Counts to answer “how many?” about as many as 20 things|
|Counts to answer “how many?” about as many as 10 things |quantity that is one larger |Counts to answer “how many?” about as many as 20 |arranged in line, rectangular array, circle, or 10 |
|arranged in line, rectangular array, circle, or scattered | |things arranged in line, rectangular array, circle, |things scattered |
|Compares numbers |Operations and Algebraic Thinking |or 10 things scattered |Compares numbers |
|Identifies number of objects in one group as greater than,|Understands add as putting together and subtract as | |Identifies number of objects in one group as greater |
|less than, or equal to the number of objects in another |taking apart |Operations and Algebraic Thinking |than, less than, or |
|group |Represents adding and subtracting with objects, |Understands add as putting together and subtract as | |
| |fingers, mental images, drawings, sounds (e.g. claps), |taking apart | |
| |acting out, verbal and subtraction |Decomposes numbers 10 or less into pairs, in more | |
| |1. Applies properties of operations as strategies to |than one way (objects, drawings, equations) and | |
| |add and subtract |records the pairs | |
| |Adds and subtracts within 20 |Fluently adds and subtracts within 5 | |
| |1. Relates counting to addition and subtraction | | |
| |2. Adds and subtracts within 20 | | |
| |demonstrating fluency with | | |
| |addition and subtraction | | |
| |Works with addition and subtraction equations | | |
| |1. Understands the meaning of the equal sign and | | |
| |determine if equations are true or false | | |
| |Tells and write time | | |
| |1. Tells and writes time in hours and half-hours | | |
| |Represents and interprets data | | |
| |1. Organizes, represents, and interprets data with up | | |
| |to three categories | | |
| | | | |
| |Geometry | | |
| |Reasons with shapes and their attributes | | |
| |1. Distinguishes between defining and non-defining | | |
| |attributes | | |
| |2. Composes two-dimensional | | |
| |shapes or three-dimensional | | |
| |shapes | | |
WSFCS Science Essential Standards for Kindergarten
|First Quarter Expectations |Second Quarter Expectations |Third Quarter Expectations |Fourth Quarter Expectations |
|*Science: |*Science: |*Science: |*Science: |
|Compares characteristics of animals that make them |Understands the positions and motions of objects and |Understands how objects are described based on their |Understands change and observable patterns of weather |
|alike and different from other animals and nonliving |organisms observed in the environment |physical properties and how they are used |that occur from day to day and throughout the year |
|things |Compares the relative position of various objects observed in|Classifies objects by observable physical properties |Infers that change is something that happens to many |
|Compares different types of the same animal (i.e. |the classroom and outside using position words such as: in |(including size, color, shape, texture, weight and |things in the environment based on observations made |
|different types of dogs, different types of cats, |front of, behind, between, on top of, under, above, below and|flexibility) |using one or more of their senses |
|etc.) to determine individual differences within a |beside |Compares the observable physical properties of |Summarizes daily weather conditions noting changes that|
|particular type of animal |Gives examples of different ways objects and organisms move |different kinds of materials (clay, wood, cloth, |occur from day to day and throughout the year |
|Compares characteristics of living and nonliving |(to include falling to the ground when dropped): straight, |paper, etc) from which objects are made and how they |Compares weather patterns that occur from season to |
|things in terms of their: structure, growth, changes,|zigzag, round and round, back and forth, fast and slow |are used |season |
|movement and basic needs | | | |
| | | | |
WSFCS Social Studies Essential Standards for Kindergarten
|First Quarter Expectations |Second Quarter Expectations |Third Quarter Expectations |Fourth Quarter Expectations |
|*Social Studies: |*Social Studies: |*Social Studies: |*Social Studies: |
|Understand change over time. |Use geographic representations and terms to describe |Understand the interaction between humans and the |Understand the roles of a citizen. |
|Explain how people change over time (self and |surroundings. |environment. |Explain why citizens obey rules in the home and |
|others). |Use maps to locate places in the classroom, school and home. |Explain how people adapt to weather conditions. |neighborhood. |
|Explain the impact of how life events bring change. |Use globes and maps to locate land and water features. |Explain ways people use environmental resources to |Understand how individuals are similar and different. |
|Explain how seasons change over time. |Identify locations in the classroom using positional words |meet basic needs and wants (shelter, food and |Explain similarities in self and others. |
|K.C&G.1 Understand the roles of a citizen. |(near/far, left/right, above/beneath.) |clothing,). |Explain the elements of culture (how people speak, how |
|Exemplify positive relationships through fair play |Identify physical features (mountains, hills, rivers, lakes, |Understand basic, economic concepts. |people dress, foods they ear, etc.). |
|and friendship. |roads.). |Explain how families have needs and wants. | |
|Explain why citizens obey rules in the classroom and | |Explain how jobs help people meet their needs and | |
|school. | |wants. | |
| | | | |
| | | | |
| | | | |
|WSFCS Enrichment Areas Throughout the Year for Kindergarten |
|*Visual Arts |*Music |*Physical Education/Healthful Living |
|Uses the language of visual arts to communicate effectively |Reads whole, half, quarter, eighth, sixteenth, and dotted note and rest |Understands one or more of the essential elements of each manipulative |
|Understands the characteristics of the |durations in 2/4, 3/4, 4/4 and 6/8 meters |skill |
|Elements of Art, such as lines, shapes, |Identifies notated pitches in the treble and/or bass clef |Applies locomotor movements in a variety of dances |
|and forms |Participates in class through singing, moving, classroom activities and |Understands and uses the concepts of pathways, levels, and directions with |
|Apply creative and critical thinking skills to artistic expression |the playing of instruments |locomotor skills |
|Recognizes that visual arts can depict | |Understands one or more health-related fitness assessments and the |
|something from the past (long ago) or | |associated exercises that develop muscular strength, endurance, and |
|present (today) | |flexibility in a variety of muscle groups |
|Uses critical analysis to generate responses | |Understands one or more obesity prevention health behaviors |
|to a variety of prompts | |Knows the physiological signs of moderate physical activity |
|Evaluates personal work in progress and at | |Recognizes the two appropriate sites on the body to monitor heart rate |
|completion through guided questioning | |Sustains moderate to vigorous activity (MVPA) for 10-15 minutes |
|Consistently demonstrates understanding of concepts taught in the classroom| |Understands that games have rules |
|Creates art using a variety of tools, media, | |Demonstrate how to make physical activity with others more fun and |
|and processes safely | |enjoyable |
|Understands the global, historical, societal, | |Remembers the association of healthy expression of emotions, mental health,|
|and cultural contexts of visual arts | |and healthy behavior |
|Understands the interdisciplinary connects and life applications of the | |Applies measures for cleanliness and disease prevention. |
|visual arts | |Applies measures for cleanliness and disease prevention. |
| | |Understands healthy and effective interpersonal communication and |
| | |relationships |
| | |Understands MyPlate as a tool for selecting nutritious foods |
| | |Understands the importance of consuming a variety of nutrient dense foods |
| | |and beverages in moderation. |
| | |Understands how to use household products and medicines safely. |
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