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. |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download