Language Arts: Learner will be able to . . .
Exhibit an awareness of the concept of story.
Associating written words with a story
Relating personal experience to picture text
Identifying with characters or events in a story
Beginning to recognize elements of a story
Demonstrate curiosity about print in the environment.
Recognizing signs, logos, and words
Comparing similarities and differences in letters and words
Recognize print in the environment and within text
Frequently used sight words (of, the, and, etc.)
Recognizing signs, logos, and words
Exhibit knowledge of the conventions of print.
Turning pages from front to back
Recognizing where print begins on a page
Following print from left to right
Becoming aware of spacing in words and sentences
Differentiating letters from words
Develop phonemic awareness.
Counting sounds in words
Manipulating the sounds of the English language (singing, making rhymes and rhythms)
Demonstrate letter-sound association by matching letters to corresponding spoken sounds and blending letter sounds into one-syllable words, using printed materials.
Examples: initial consonant sounds, final consonant sounds, medial short vowel sounds, consonant blends, long vowel patterns
Recognize and name upper– and lower-case letters.
Demonstrate an understanding of letter-sound relationships.
Understanding the letter-sound correspondence
Identifying consonant and vowel sounds
Use phonemic knowledge to string letter sounds together to read words.
Demonstrate beginning reading skills.
Reading simple texts
Reading high-frequency words within texts
Begin to use a variety of early reading material.
Practicing with decodable texts
Recognizing high-frequency words
Using predictable texts
Recognizing and using print in the environment
Exhibit an awareness of patterns in the language.
Exhibiting an understanding of story structure (retelling, dictating stories)
Recognizing patterns in sentences (predictable books, choral readings, chants, rhymes)
Recognizing sound-print relationships (approximate spellings in own writings)
Begin to use pictures and text to gain meaning from written material.
Connecting text, message heard, or material viewed to prior knowledge and experiences
Tracking in a familiar story to locate a specific word
Recalling information (characters, character traits, setting , details, main idea, beginning and ending of stories)
Retelling a story
Predicting words and phrases in a story using pictures and other context clues
Creating mental images while reading
Answer teacher- and peer-generated questions
Demonstrate comprehension of passages heard by retelling stories and by answering questions.
Recalling information (characters, settings, details, main ideas, beginning and end of story)
Responding to stories by asking questions, discussing ideas, and relating events to daily life
Identifying correct sequence of events after hearing a story read
Handle books and media responsibly.
Understand figurative and literal meanings of words and phrases.
Recognize that literature and other materials from various cultures may reflect differing values, beliefs, interests, and celebrations.
Exhibit an awareness that information may be obtained from a variety of sources.
Gain an awareness of others through exposure to written, spoken, and visual forms of communication.
Demonstrate an interest in and enjoyment of literature in a variety of forms, contexts, and media.
Participating in arts education activities (live drama, drawing, music, puppetry)
Participating in listening activities (listening center)
Attending with interest to works of literature presented orally (stories, poems, drama)
Participating in discussions of stories read, heard, or viewed
Participating in reading activities in all content areas (big books, predictable books, author study, informational books)
Use appropriate listening and speaking behaviors.
Showing an interest in what others have to say
Looking at speaker/audience
Responding appropriately to materials read, heard, or viewed
Using grammar, expression, and words appropriate to audience
Use beginning study strategies.
Identifying parts of book
Interpreting simple charts and graphs
Gain an awareness that events follow a logical sequence.
Follow the daily schedule of events with predictability
Sequence events within a story as they happened
Manipulate pictures to tell a story by sequencing events
Exhibit expanded vocabulary and sentence awareness.
Recognize when simple sentences fail to make sense
Using new vocabulary in speaking and writing
Exploring reading and writing through interactions with language (engaging in shared reading and writing, participating in group discussions, asking questions for clarification, participating in read-alouds, retelling or dramatizing stories)
Begin to use elements of the writing process.
Elements: drawing, brainstorming, role-playing, discussing, stringing letters together, to express thought, using approximate spellings, sharing own work by reading or displaying work
Use writing skills.
Manipulating various writing tools (pencils, markers, word processors)
Express meaning through writing.
Writing strings of letters
Developing a collection of correctly spelled high-frequency words
Experiment with journal writing.
Write upper- and lower-case letters.
Verbalize correct personal data.
Age, date of birth
Express meaning through a variety of activities.
Activities: sharing experiences, creating and reading own stories, role playing, discussing classwork, interacting at learning centers, participating in puppetry, using poetry, dictating personal stories, writing personal notes
Mathematics: Learner will be able to . . .
Demonstrate concepts of number sense by using one-to-one correspondence, counting in sequence by ones from 1 to 100, counting backward from 20, recognizing numerals 0 – 100, and comparing sets of objects up to 10 by using vocabulary terms including more than, less than, most, or least.
Objects paired with objects
Objects paired with numbers
Order a sequence of whole numbers.
Correctly perform various computations using manipulatives.
- Addition or subtraction of one digit numbers
Correctly perform various computations without the use of manipulatives.
Recall number facts
Perform simple operations in head
Math facts to 10
Perform computations (orally or with manipulatives) in the context of a given problem.
Example: Bob has 2 dogs. Sally has 3 dogs. How many dogs do they have total?
Identify and apply algebraic illustrations of problem scenarios using pictures.
$$$ + $$ = $$$$$
Demonstrate algebraic procedures through manipulatives.
Use algebraic methods to solve mathematical problems.
Problem solving with unknown value
3 + __ = 4
Apply basic concepts of a variable as represented an unknown quantity using manipulatives.
3 + __ = 5
Exhibit proficiency when performing computational procedures on grade level.
85% of the time
Math facts to 10
Identify the ordinal number of a specific object in a row of objects.
First, second, third, etc.
Recognize that a whole object can be divided into parts.
Dividing a whole object into equal parts
Identify simple fractions (whole, ½, and ¼)
Identify a penny, nickel, dime, and quarter.
Replicate patterns using concrete objects.
Sorting objects by characteristics (color, size, shape)
Describing characteristics of patterns and objects
Create combinations of rectangles, squares, circles and triangles using shapes or drawings.
Describing relative location of objects using positional terms (beside, inside, outside, above, below, between, on, over, under, near, far
Identify rectangles, squares, circles, triangles, diamond, pentagon, hexagon, and octagon.
Recognizing like shapes in the environment (clock – circle, door – rectangle)
Classify 2-dimensional geometric shapes by their similarities and differences.
Observe figures that are congruent and/or similar.
Example: small triangle to large triangle
Determine if a given shape is symmetrical.
Use vocabulary associated with length, height, volume, and weight to compare objects.
Vocabulary: longer than, as long as, shorter than, as short as, taller than, as tall as, holds more, as heavy as
Solve problems involving scale as a group.
Explore problems involving measurement concepts.
Estimating length using manipulatives
Determine the length of the object using manipulatives.
Understand and apply the concepts of inequalities.
Use vocabulary associated with the measurement of time, including words related to clocks and calendars.
Vocabulary: before, after, first, last, hours, days, weeks, months
Explore problems involving time.
Complete data displays such as single-loop Venn diagrams and yes/no charts using real objects, concrete representations, or pictorial representations.
Responding to questions for the purpose of data collection
Examples: choosing a favorite color, answering yes or no questions from data displays
Recording “yes” or “no” responses to the question “Do you have a yellow pencil?” by placing students’ names in the appropriate area of the Venn diagram
Make comparisons of data through bar graphs.
Observe the most suitable form and /or method of data display through bar graphs, circle graphs, and line graphs.
Observe information presented in a variety of graphical forms.
Bar, circle, and line graphs
Science: Learner will be able to . . .
Identify questions that can be answered through scientific investigations.
Example: Do bees sleep? What is rain made of?
Use appropriate tools and technology resources to gather, analyze, and interpret data.
Hand lenses, balances, droppers, computers, maps
Demonstrate the ability to perform safe and appropriate manipulation of materials, living organisms, scientific equipment, and technology.
Example: Identifying ways to care properly for fish in an aquarium, wearing safety goggles
Use appropriate skills to design and conduct a scientific investigation.
Acquiring, processing, and interpreting data (identifying objects that make darkest shadows
Discussing cause and effect (dependent/independent variables) in experiments (explaining why thick objects cause darkest shadows)
Sorting and classifying (grouping objects according to darkness of shadows)
Experimenting (determining objects that make darkest shadows)
Analyzing investigations (drawing conclusions about objects that make dark shadows)
Formulating models, tables, charts, and graphs (making a class data chart)
Observing (examining objects and their shadows)
Measuring (ranking shadows according to darkness)
Defining operationally(deciding how to judge shadows as dark shadows
Communicating (drawing pictures of shadows, describing or explaining observations)
Predicting (predicting darkness of shadows of different objects)
Collaborating (sharing learning experiences, discussing ideas about shadows)
Think critically and logically to make inferences and describe relationships between evidence and explanations.
Example: basing conclusions that mealworms move toward dark areas instead of light areas on observations of mealworm behavior
Investigate alternative explanations of experimental results.
Example: conducting experiments to determine if size or thickness of certain objects affects the darkness of shadows
Use mathematics in scientific inquiry.
Example: description of quantity using nonstandard units of measure such as paper clips, unifix cubes, pencils, straws, shoes
Illustrate and graph scientific observation results.
Example: observation logs
Recognize that scientist use technology in scientific research.
Example: using hand-lens to enhance naked eye
Recognize the importance of science and technology in many careers.
Examples: doctors using stethoscopes, astronomers using telescopes
Demonstrate an understanding of the impact of society on human health and environmental conditions.
Examples: cutting trees destroys animal homes, littering pollutes the soil/water
Recognize the relationship among science, technology, and society.
Examples: medicines used to prevent/cure illness, paying taxes to support research
Describe the observable states of matter.
Recognize physical changes of matter.
Change of position (playground swings, wagons, model rockets)
Change of speed
Understand that there exists a relationship between force and motion.
Differentiate between push and pull
Understand Earth as it exists in our solar system.
Recognize the sun as the Earth’s source of energy.
Comprehend the most pertinent ideas and principles of Earth/Space science.
Example: compare and contrast day and night
Demonstrate that light travels in a straight line and can be reflected by a shiny object.
Construct knowledge about shadows and the way they are formed.
Investigate interactions between magnets and a variety of objects.
Identify sources of sound.
Examples: voices, drums, bells, strings
Demonstrate that sound is composed of vibrations.
Compare size, shape, and structure of living things.
Examples: flower stem to tree trunk, front legs to wings, butterfly wings to bird wings
Describe how offspring resemble parents.
Plants (seedling/oak tree, corn sprout/corn plant)
Animals (puppy/dog, kitten/cat)
Describe a variety of living things in the environment.
Describe ways in which living and nonliving things react to changing conditions.
Examples: persons wearing sweaters in the fall, animals’ coats changing, ponds freezing/melting
Describe a variety of habitats.
Examples: classroom, fish tank, school grounds, park
Describe natural homes of animals.
Examples: beaver/lodge, woodland/deer, bird/nest, bear/den, prairie dog/hole, ant/hill
Identify components of the Earth’s surface.
Describe daily and seasonal changes in weather.
Introduce seasons and discuss differences
Recognize instruments used to observe weather.
Examples: rain gauge, thermometer
Describe what can be described in the day sky with the unaided eye.
Social Studies (Self, Family, Community): Learner will be able to . . .
Use daily schedules and timelines from birth to present to relate self and family to changes over time.
Using vocabulary to describe periods of time (long ago, yesterday, today, tomorrow)
Discuss how technology is used in many homes, schools, and jobs orally as a group.
computer programs, internet, email, cellular phones, ATM, DVD
Compare families of today with families of the past in relation to work, home, and school.
Examples: present – one or both parents working outside the home, families sharing household responsibilities, students having choices of transportation; past – parents working together on family-owned farms, family responsibilities assigned by gender, students walking to school
Compare male and female roles and how they are changing in numerous occupations.
medical field, corporate world, teaching, military, athletics
Identify historically significant events as they relate to self and family. (Veteran’s Day, Independence Day, etc.)
Identify historically significant individuals associated with holidays and celebrations. Examples: President’s Day - George Washington/Abraham Lincoln, Thanksgiving – Squanto/Pilgrims, Black History Month - Rosa Parks/Martin Luther King Jr./Booker T. Washington
Describing personal family experiences related to holidays and celebrations.
Identify personal use of goods and services.
Demonstrating ways money is used in everyday life (saving money in piggy banks, using money to buy pencils at school)
Identifying various community helpers and their roles in the community (farmers providing food, firefighters putting out fires, health care professionals giving vaccinations, police officers protecting citizens
Recognize that the US economic system has financial institutions.
Identify personal wants and needs.
Discussing differences between purchasing and bartering for materials (purchasing candy at the store, trading candy for baseball cards)
Discussing reasons for making choices
Understand that people need to work (chores, jobs) to meet basic needs (food, clothing, shelter) and to provide self-satisfaction.
Discuss how products and services are compared and evaluated based on price, quality, and features orally as a group.
Discuss advertisements and how they may mislead or exaggerate information to influence consumer decisions orally as a group.
Understand that there are consumer decisions (reducing, recycling, and reusing) that have positive impacts on the environment orally as a group.
Identify vocabulary related to location and direction.
Locating objects and places to the right or left, up or down, in or out, and above or below
Identify representations of Earth using technology, maps, and globes.
Creating simple maps (home, classroom, school)
Construct a neighborhood.
Recognize that people depend upon the physical environment for food, shelter, and clothing.