Kindergarten ELA - Scott County Schools

Scott County Public Schools

TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING

2011-2012 Kindergarten

English Language Arts

Pacing Guide and Curriculum Map

Scott County Public Schools

TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING

Introduction Scott County Elementary Teachers, It is my hope that this new pacing guide and curriculum map for the Kentucky Core Academic Standards (KCAS)

will provide you with a wealth of instructional material to ensure at least one year’s worth of growth for every single

child that you come into contact with over the course of the school year. As you begin to look through the document, you

will first see that it is designed differently than what we have used before. Please allow me to describe each of the

different sections in detail.

Pacing Guide Each grade level and content area will begin with a one-page pacing guide overview for the year. This pacing guide is

designed with a few different purposes in mind: a) Provide continuity within all elementary schools in Scott County so

that students who transfer from school to school will not miss large chunks of instruction, b) Allow each school to have

the flexibility to group concepts within a specific 9 weeks in a sequence that is most appropriate for them. You will

notice that for each 9 weeks, the specific clusters (math) and strands/clusters (ELA) that the students need to learn are

listed. The strands and clusters are listed in a suggested order for each 9 weeks, however, as long as all concepts are

covered within that specific 9 week period, each school may determine a slightly different sequence within the 9 weeks.

This, hopefully, will allow schools to continue, as necessary, any specific scope and sequence within a strong

instructional program that has proven success in raising student achievement (Everyday Math, etc.). The pacing guide

provides a broad overview of when during the year, specific concepts should be taught.

Curriculum Map The curriculum map is a much more specific piece of the document. The curriculum map provides each standard

deconstructed into smaller learning targets. Each of these learning targets has then been rewritten in student friendly

language and, in some cases, has success criteria added. The purpose of having the specific learning targets in student

friendly language with success criteria is to communicate it to the students at the beginning of each lesson (verbally and by

posting on the board) in order to help them take more ownership and accountability for their own learning. Words and

phrases that show up in parentheses in the student friendly targets are teacher information and can be removed before

posting on the board.

You will notice that in some cases, a specific standard shows up in multiple 9 week blocks. When that happens, please

pay special attention as it may mean that the intent is to review previously learned content or it may mean that different

targets within that standard are being taught each time.

Within the curriculum map you will also see additional columns that have been intentionally left blank for the 2011-2012

school year. Please use the columns for assessments, resources, and differentiation to record what you do for each during

this school year. At the end of the year, we will begin to add them to the district document.

As always, please keep in mind that this is a living, breathing document and as such will never be “finished.” We will

continually work to improve it as we collaborate together for the benefit of our students.

- Matt Thompson, Director of Elementary Schools 6/24/11

This document would not have been possible without the tireless efforts of the following teachers and administrators: Thank you so much for all your work!!!

Anne Mason Eastern Garth Northern Southern Stamping Ground Western Ruthie Adams

Maria Bennett

Amy Brannock

Crissy Ellison

Elizabeth Gabehart

Jessica Grant

Missie Hickey

Christa Kelly

Robin Lowe

Ashlee McCullough

Carla Prather

Paula Richey

Leah Riney

Annie Starnes

Ashley Beckett

Dana Boggs

Andrea Caudill

Stephanie Chenault

Ed Denney

Amanda Ford

Meghan Hillman

Lori Beth Mays

Jaime Moore

Rebecca Sargent

Morganne Vance

Rusty Andes

Ginny Barnes

Lori Bergman

Donna Cox

Amanda Featherston

Lisa Hanson

Rachel Lukacsko

Melissa Mullins

Angela Perkins

Misty Portwood

Theresa Shoup

Mary Frances Watts

Lori Wise

Kelley Bush

Monica Campbell

Melissa Chandler

Stephanie Foley

Debra Hunley

Judi Hunter

Wanda Johnson

Micah Rumer

Brittany Thomas

Marcie Ward

Tracey Werkheiser

Olivia Winkle

Dana Young

Bryan Blankenship

Laura Brock

Brooke Donovan

Marsha Downey

Jennifer Fraley

Jean Gillespie

Lori Graves

Judy Halasek

Shannon Marshall

Tammy Moore

Angela Schmidt

Angie Wallace

Robyn Bays

Stacey Carpenter

Kim Duncan

Betsy Fredericks

Amy Fryman

Wendy Holbrook

Jill Ingram

Paul Krueger

Bettie Ann Monroe

Jessica Napier

Kendle Nicholson

Sarah Price

Debbie Walker

Amy Baker

Corbie Bennett

Tammy Bisotti

Cari Bradley

Shannon Christopher

Peggy Cullen

Dorothy Daley

Cathy Gaebler

Deborah Haddad

Laura Johnson

Jeanne Keller

Amy McGuire

Heidi Mullins

Janet Parker

Lerin Parker

Terri Sutton

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Domain Key KID CS IKI RRLTC PC PA PWR F TTP PDW RBPK RW CC PKI CSE KL VAU

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Print Concepts Phonological Awareness

Phonics and Word

Recognition

Fluency Text Types and Purposes

Production and

Distribution of Writing

Research to Build and Present

Knowledge

Range of Writing

Comprehension and

Collaboration

Presentation of Knowledge

and Ideas

Conventions of Standard

English

Knowledge of Language

Vocabulary Acquisition

and Use

Scott County Pacing Guide Kindergarten English Language Arts

Strand Reading Literature Reading Informational Foundational Skills Writing Speaking and Listening Language

Clusters KID CS IKI RRLTC KID CS IKI RRLTC PC PA PWR F TTP PDW RBPK RW CC PKI CSE KL VAU

1Nine

Weeks

st 1 3

4 5 6

7 9

10 1

2 3 4 1 3

5 6

8 1 2 3

4 5 6

1 2

4 5 6

2Nine

Weeks

nd 1 2 3

4 7 9

10 1 2 3

4 5 6

7 10 1 2 3 4 1 2 3

5 7 8

1 2 3

4 5 6

1 2

4 5 6

3rd

Nine Weeks

1 2 3

4 5 6

7 9

10 1 2 3

4 6

7 8

10 1

2 3 4 1 2 3

5 6

7 8

1 2 3

4 5 6

1 2

4 5 6

4th

Nine Weeks

1 2 3

4 7 9

10 1 2 3

4 7 8 9

10 2 3 4 1 2 3

5 6

7 8

1 2 3

4 5 6

1 2

4 5 6

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RL.1 K R S P

College and Career Readiness Anchor Standard Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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

Strand Cluster Reading Literature Key Ideas and Details

Assessments Resources Differentiation Target

# Target Type

State Target Student Friendly Target Success Criteria (If Appropriate)

Printed Resources

Technology Manipulatives Strategies Remediation Extension ESL

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

I can tell (identify) what a text is.

Scott County Schools Kindergarten English Language Arts

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College and Career Readiness Anchor Standard Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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




# Target Type


Printed Resources


1 K With prompting and support, define and identify character.

With help from my teacher or others, I can tell what a character is.

With help from my teacher or others, I can name (identify) the characters in the story.

2 K With prompting and support, define and identify setting.

With help from my teacher or others, I can tell what a setting is.

With help from my teacher or others, I can tell (identify) the setting in the story.

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College and Career Readiness Anchor Standard Standard Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyzes how specific word choices shape meaning or tone.

Ask and answer questions about unknown words in text.

Strand Cluster Reading Literature Craft and Structure



# Target Type


Printed Resources


1 K Identify unknown words in text.

I can identify the words I don’t understand in the text.

2 K Recognize that a question requires an answer.

I can recognize question words (e.g., who, what, where, when, why, can, do, does, etc.).

I can recognize a question needs an answer.

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College and Career Readiness Anchor Standard Standard Analyze the structure of texts including how specific sentences, paragraphs and larger portions of texts (e.g., a section, chapter, scene or stanza) relate to each other and the whole.

Recognize common types of texts (e.g., storybooks, poems).



# Target Type


Printed Resources


1 K Recognize common types of text such as storybooks.

I can recognize a storybook.


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College and Career Readiness Anchor Standard Standard Assess how point of view or purpose shapes the content and style of a text. With prompting and support, name the author and illustrator of a story and define the role of each in telling

the story. Strand Cluster Reading Literature Craft and Structure



# Target Type


Printed Resources


1 K

With prompting and support, name the author and define what an author does.

I can name the author. I can tell what an author does.

2 K

With prompting and support, name the illustrator and define what an illustrator does.

I can name the illustrator. I can tell what an illustrator does.

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9 Weeks Grade.Content.Standard Overall Standard Type

1st 2

nd 3

rd 4

th K.RL.7 K R S P

College and Career Readiness Anchor Standard Standard

Integrate and evaluate content presented in diverse media and formats, including visually

and quantitatively, as well as in words.

With prompting and support, describe the relationship between illustrations and the story in which they

appear (e.g., what moment in a story an illustration depicts).

Strand Cluster

Reading Literature Integration of Knowledge and Ideas

Assessments Resources Differentiation

Target

#

Target

Type

State Target Student Friendly Target Success Criteria

(If Appropriate)

Printed Resources


1 K Identify illustrations. I can identify illustrations.

2 K Know how to describe. I can describe by telling

about something (e.g.,

using at least 2 details.

3 R With prompting and

support, describe a moment

in the story using the

illustrations that depict it.

I can use the illustrations to

describe what is happening

at that point in the story.


support, describe how the

illustrations and story are

related as they appear.

I can describe how the

pictures and the story go

together.

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College and Career Readiness Anchor Standard Standard Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Strand Cluster Reading Literature Integration of Knowledge and Ideas



# Target Type


Printed Resources


1 K Recognize characters in familiar stories.

I can name (recognize) characters in stories I know.

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1st 2

nd 3

rd 4

th K.RL.10 K R S P


Read and comprehend complex literary and informational texts independently and

proficiently.

Actively engage in group reading activities with purpose and understanding.

This is a cumulative list of learning targets that students should have mastered by the end of the nine weeks

with grade level texts. Strand Cluster

Reading Literature Range of Reading and Level of Text

Complexity


Target

#

Target

Type


(If Appropriate)

Printed Resources


1

R

Actively engage in group

reading activities

concerning craft and

structure.

I can identify the front and

back cover and the title of

a book.

2 I can name the author and

illustrator of a book, and

tell what they do.

3 R Actively engage in group

reading activities

concerning key ideas and

details.

I can identify the main

topic of a text.

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RF.1 K R S P

College and Career Readiness Anchor Standard Standard Reading foundational skills. Demonstrate understanding of the organization and basic features of print.

A. Follow words from left to right, top to bottom, and page by page. B. Recognize that spoken words are represented in written language by specific sequences of letters.

C. Understand that words are separated by spaces in print. D. Recognize and name all upper‐ and lowercase letters of the alphabet.

Strand Cluster Reading Foundational Skills Print Concepts


Target Target State Target Student Friendly Target Success Criteria Printed Resources


# Type (If Appropriate)

1

K er n

Recognize that spoken words are represented in written language by specific sequences of lettand separated by spaces iprint.

I can recognize that words I say are written with letters.

2 I can recognize the difference between a letter and a word.

3 K

Recognize that words on a page progress from left to right and from top to bottom.

I can recognize that words on a page go from left to right.

I can recognize that words on a page go from top to bottom.

4 K Recognize that spoken words are represented in

er n

written language by specific sequences of lettand separated by spaces iprint.

I can recognize that words are separated by a space.

5 K I can recognize that sentences are made up of

Recognize that sentences are made up of words.

words.


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College and Career Readiness Anchor Standard Standard Reading foundational skills. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

A. Recognize and produce rhyming words. B. Count, pronounce, blend and segment syllables in spoken words.

C. Blend and segment onsets and rimes of single‐syllable spoken words. D. Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three‐phoneme

(consonant‐vowel‐consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) Add or substitute individual sounds (phonemes) in simple, one‐syllable words to make new words.

E.

Words, syllables, or phonemes written in /slash/refer to their pronunciation phonology. Thus, /cvc/ is a *word with three phonemes regardless of the number of letters in the spelling of the word.

Strand Cluster Reading Foundational Skills Phonological Awareness


# Target Type


Printed Resources


1 K Recognize rhyming, short vowel sounds initial

I can recognize rhyming words.

,

sound, and ending sounds.

2 S

Count syllables in spoken I can count syllables in words. spoken words. Pronounce syllables in spoken words.

I can say the syllables in spoken words.

Blend syllables in spoken words.

I can blend syllables in spoken word.

Segment syllables in spoken words.

I can break a spoken worddown into sylla

bles.

3 Produce rhyming words. I can rhyme words (verbally).

Scott County Schools Kindergarten

4 K hort

.


Recognize rhyming, svowel sounds, initial sound, and ending sounds

I can recognize beginning sounds.

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4 S

Blend onsets and rimes of the beginning single-syllable spoken words.

I can blend sound with the rest of the word when spoken.

Segment onsets and rimes of single syllable spoken words.

I can break a word into the

y

beginning sound and the rest of the word when I sait.

Isolate and pronounce CVC words to recognize the initial sound.

I can recognize the beginning sound of a (CVC) word.

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1st 2

nd 3

rd 4

th K.RF.3 K R S P


Reading foundational skills. Know and apply grade-level phonics and word analysis skills in decoding words.

A. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the

primary or many of the most frequent sound for each consonant.

B. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

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

D. Distinguish between similarly spelled words by identify the sounds of the letters that differ.

Strand Cluster

Reading Foundational Skills Phonics and Word Recognition


Target

#

Target

Type


(If Appropriate)

Printed

Resources


1 K Recognize one-to-one

letter (sound)

correspondence for each

consonant.

I can recognize (tell) each

consonant has a sound.

1 S Say the sound that

corresponds to the

consonant.

I can say the sound that

each consonant makes.

2 K Recognize high-frequency

sight words.

I can recognize sight words

(Dolch list as guide).

2 S Read high-frequency sigh

words.

I can read high-frequency

sight words.

3 K Recognize words that are

similarly spelled.

I can tell what is the same

in words.

I can tell what is different

in words.

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College and Career Readiness Anchor Standard Standard Reading foundational skills. Read emergent-reader texts with purpose and understanding.

Strand Cluster Reading Foundational Skills Fluency


# Target Type


Printed Resources


1 K Recognize that there are different purposes for reading emergent-reader texts.

I can recognize that there are different reasons for reading (e.g., for fun, for information, and to be a better reader).


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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.W.1 K R S P

College and Career Readiness Anchor Standard Standard Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…..). Strand Cluster

Writing Text Types and Purposes.


# Target Type


Printed Resources


1 K Identify the title of a book or a topic to write about.

I can identify the title of a book.

I can identify a topic to write about.


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College and Career Readiness Anchor Standard Standard Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

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.

Strand Cluster Writing Text Types and Purposes.


# Target Type


Printed Resources


1 K Define event. I can define event. 2 K Choose a single event to

discuss. I can choose an event to talk about.

6 P Draw, dictate, and/or write a narrative piece which contains relevant details, a logical sequence of events, and a reaction.

I can use drawing, dictating, or writing to tell about an event.


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College and Career Readiness Anchor Standard Standard Develop and strength writing as needed by planning, revision, editing, rewriting or trying a new approach.

With guidance and support from adults, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Strand Cluster Writing Production and Distribution of Writing


# Target Type


Printed Resources


1 K

With guidance and support from adult, students should recognize how to respond to questions and suggestions from peers and how to add details to strengthen writing as needed.



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College and Career Readiness Anchor Standard Standard Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.



# Target Type


Printed Resources


1 K

With guidance and support, use basic computer skills (e.g., turn on computer, log on, and use common software and basic word processing tools).

(With help from my teacher or others), I can turn on the computer, log onto the computer, use computer programs, and find letters on the keyboard.

I can tell what it means to publish something.


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1st 2

nd 3

rd 4

th K.W.8 K R S P


Gather relevant information from multiple print and digital sources, assess the credibility

and accuracy of each source, and integrate the information while avoiding plagiarism.

With guidance and support from adults, recall information from experiences or gather information from

provided sources to answer a question.

Strand Cluster

Writing Research to Build and Present Knowledge


Target

#

Target

Type


(If Appropriate)

Printed Resources


1 K Identify experience and

source.

I can tell (identify) what an

experience is.

2 S With guidance and support,

answer a question using

information from

experience and answer a

question using information

from a provided source.

I can answer a question

using what I already know.

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.SL.1 K R S P

College and Career Readiness Anchor Standard Standard Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each other’s ideas and expressing their own clearly and persuasively.

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

a. Follow agreed‐upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

b. Continue a conversation through multiple exchanges.

Strand Cluster Speaking and Listening Comprehension and Collaboration


Target #

Target Type

State Target Student Friendly Target Printed

Techn latives Strategies Remediatio ESL Success Criteria (If Appropriate)

Resources

ology Manipu n Extension

1 K Recognize how others I can recognize how others listen. listen.

2 S while others are sten while others are Listen speaking.

I can litalking.

3 K reed-upon rules me (identify) the Identify agfor discussion.

I can naclass rules for discussion.

4 R ed-upon g owing

Observe if agrediscussion rules are beinfollowed.

I can recognize if classmates are follclass rules.

5 S eed-upon rules class rules for Follow agrfor discussion.

I can followdiscussion.

6 K om and

y a topic Identify ideas frkindergarten topics texts.

I can identifthrough listening.

7 R comments and o the

I can stick to the point of a Decidequestions appropriate ttopic of discussion.

discussion.

8 K rs ng.

I can recognize how others Recognize how othemove conversations alo share in conversation.

9 S Participate in conversationsabout kindergarten topics and texts.

I can share during conversations.

10 S respond to

I can take turns in Listen and continue conversationswith peers and adults.

conversations.


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College and Career Readiness Anchor Standard Standard Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Strand Cluster

Speaking and Listening Comprehension and Collaboration


# Target Type


Printed Resources


2 K

Ask and answer questions about key details read aloud, or presented orally through media formats.

I can answer questions about important (key) details in a text (read aloud).

I can answer questions about important (key) details in a presentation.


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College and Career Readiness Anchor Standard Standard Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Ask and answer questions in order to seek help, get information, or clarify something that is not

understood.



# Target Type


Printed Resources


1 K Identify questions I can identify questions. Identify answers I can identify answers.

2 K

Identify situations in which help is needed, when information is needed, or when clarification is necessary.

I can recognize when I need help.

I can recognize when I need to know more.

I can recognize when I need to better understand.

3 K

Recognize that asking questions is an appropriate strategy to further understanding.

I can recognize that asking questions helps me understand.


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College and Career Readiness Anchor Standard Standard Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience.

Describe familiar people, places, things and events, and with prompting and support, provide additional details.

Strand Cluster

Speaking and Listening Presentation of Knowledge and Ideas


# Target Type


Printed Resources


1 K Identify familiar people, places, things, events, and details.

I can identify people I know.

I can identify places I know.

I can identify things I know.

I can identify events I know.

I can identify details I know.

2 R

Determine relevant details that describe people, places, things, events with prompting and support.

(With help from my teacher or others), I can describe people.

This means that I can give two or more details to describe people.

(With help from my teacher or others), I can describe places.

This means that I can give two or more details to describe places.

(With help from my teacher or others), I can describe things.

This means that I can give two or more details to describe things.

(With help from my teacher or others), I can describe events.

This means that I can give two or more details to describe events.


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College and Career Readiness Anchor Standard Standard Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Add drawings or other visual displays to descriptions as desired to provide additional detail.

Strand Cluster Speaking and Listening Presentation of Knowledge and Ideas


# Target Type


Printed Resources


1 K Know what visual displays are.

I can tell what a visual display is (e.g., drawing, picture, object, poster, bulletin board, illustration, etc.).


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College and Career Readiness Anchor Standard Standard Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Speak audible and express thoughts, feelings, and ideas clearly.



# Target Type


Printed Resources


1 K Identify different voice volumes used for different situations.

I can identify how soft or loud to talk.

2 S Speak using appropriate voice volume for situation.

I can talk softly or loudly when needed.

3 S Speak to communicate thoughts, feelings, and ideas clearly.

I can talk about my thoughts, feelings, and ideas.


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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.L.1 K R S P

College and Career Readiness Anchor Standard Standard Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Demonstrate command of conventions of standard English grammar and usage when writing or speaking. a. Print many upper‐ and lowercase letters.

b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding/s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives (e.g., who, what, when, where, w

hy and how).

e. Use the most frequently occurring prepositions (e.g., to, from, in, out, off, for, of, by, with). f. Produce and expand complete sentences in shard language activities.

Strand Cluster Language Conventions of Standard English

Differentiation Assessments Resources

Target #

Target Type


Resources Remediation Extension ESL Printed Technology Manipulatives Strategies

1 K Recognize many of the letters of the alphabet.

I can write many letters of the alphabet.

2 K Recognize that letters can be both upper and be uppercase and

lowercase.

I can recognize letters can

lowercase.

4

of

when

operly.

S

Demonstrate command the conventions of grammar and usagespeaking.

I can speak pr

K

Recognize and produce a complete sentence.

I can recognize a complete sentence

I can make a complete sentence.

5 (interrogatives). K

Know the meaning of question words

I can tell the meaning of question words.

S Use question words in speaking.

I can ask questions.


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College and Career Readiness Anchor Standard Standard Demonstrate command of the convention of standard English capitalization, punctuation, and spelling when writing.

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

a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation.

c. Write a letter or letters for most consonant and short‐vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships.






4 R Distinguish the letters. I can recognize different

letters are needed to make different sounds.

5 K Match the sound and the letter for most consonant and short-vowel sounds.

I can match sounds to letters.

6 S l

Write a letter or letter combinations for most consonant and short vowesounds (phonemes).

I can write letters for thesounds I hear.


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College and Career Readiness Anchor Standard Standard Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

b. Use the most frequently occurring inflections and affixes (e.g., ‐ed, ‐e, re‐, un‐, pre‐, ‐ful, ‐less) as a clue to the meaning of an unknown word.

Strand Cluster Language Vocabulary Acquisition and Use


Target #

Target Type



Resources


1 K Recognize that some words I can recognize that words and phrases have multiple meanings.

can mean more than one thing.

2 R w meanings for nd (identify) a new Identify nefamiliar words.

I can fimeaning for a word I already know.

3 R Apply the appropriate ght words at meaning for the word within the context.

I can use the rithe right time.


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College and Career Readiness Anchor Standard Standard Demonstrate understanding, of figurative language, word relationships, and nuances in word meanings.

With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain sense of the concepts the

categories represent. Demonstrate undersb. tanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Identify real‐life connecc. tions between words and their use (e.g., note places at school that are colorful).

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,strut, pran

ce) by acting out the meanings.


Resources Differentiation Assessments




1

K

Wfrom

ction.

ects.

ith guidance and support adults, identify

common objects, identify categories, know verbs, know adjectives, know opposites, identify real lifeconnections, and distinguish shades of meaning among verbs describing the same a

(With help from my teacher or others) I can identify common obj

(With help from my teacher or others) I can identify categories.

2

2 R

port (With help from my teacher or others) I can sort

es.

With guidance and supfrom adults sort common objects into categories; relate verbs and adjectives to their opposites; identify real life connections between words and their use; and distinguish ways to act out verbs.

objects into categori


of 164


College and Career Readiness Anchor Standard Standard Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Use words and phrases acquired through conversations, reading and being read to, and responding to text.




# Target Type


Printed Resources


1

K

Obtain words and phrases acquired through conversations, reading, being read to, and responding to text.

I can tell what a phrase is.

R Distinguish if a word or phrase should be used when responding.

I can choose the right words when talking.

2

K


I can learn words and phrases through conversations.

S

Use words and phrases accurately acquired through conversations, reading, being read to, and responding to text.

I can use words and phrases I learn through conversations.

of 164






# Target Type


Printed Resources


1

K With prompting and support, identify key details in a text.

I can tell (identify) what a text is.

2 I can tell (identify what a detail is.

3 I can tell (identify) important (key) details (at least two) in a text.

4 K With prompting and support, ask questions about key details.

I can ask questions about important details in a text.

5 K With prompting and support, answer questions about key details.

I can answer questions about important (key) details in a text.


of 164


College and Career Readiness Anchor Standard Standard Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas.

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



# Target Type


Printed Resources


1 K With prompting and support, identify key details of a story.

I can tell (identify) important (key) details (at least two) in a story.

2 K With prompting and support, retell a familiar story including key details.

I can retell a story I know using important (key) details.

This means I can tell the main character(s), the setting, and what happened in the beginning, middle and end of the story.


of 164



1st 2

nd 3

rd 4

th K.RL.3 K R S P


Analyze how and why individuals, events, and ideas develop and interact over the course of

a text.


Strand Cluster

Reading Literature Key Ideas and Details


Target

#

Target

Type


(If Appropriate)

Printed Resources


3 K

With prompting and

support, define and identify

the major events of a story.

I can tell what a major

event is.

I can tell (identify) the

major events in a story.

of 164



1st 2

nd 3

rd 4

th K.RL.4 K R S P


Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyzes how specific word choices shape

meaning or tone.


Strand Cluster

Reading Literature Craft and Structure


Target

#

Target

Type


(If Appropriate)

Printed Resources


3 R Formulate a question about

unknown words in text.

I can create a question

about words I don’t

understand in the text.

3 R Use resources/strategies to

answer questions about


I can use pictures to answer

questions about words I

don’t understand in the

text.

of 164



1st 2

nd 3

rd 4

th K.RL.7 K R S P






Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources















together.

of 164



1st 2

nd 3

rd 4

th K.RL.9 K R S P


Analyze how two or more texts address similar themes or topics in order to build

knowledge or to compare the approaches the authors take.

With prompting and support, compare and contrast the adventures and experiences of characters in familiar

stories.

Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


2 K

Determine similarities and

differences of adventures

and experiences in familiar

stories.

I can tell what an

experience is.

I can tell what an adventure

is.

of 164



1st 2

nd 3

rd 4

th K.RL.10 K R S P



proficiently.





Complexity


Target

#

Target

Type


(If Appropriate)

Printed Resources


1

R


reading activities


structure.



a book.



tell what they do.

3

R


reading activities


details.


topic of a text.

4 I can retell important (key)

details (2 or more) in a

text.

5 R I can ask and answer

questions about details in a

text.

R Actively engage in group

reading activities

concerning integration of

knowledge and ideas.

I can tell why the author

wrote important facts.


reading activities


details.

I can describe how things

go together in a text.


reading activities





together.

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th K.RI.1 K R S P


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

Strand Cluster Reading Informational Text Key Ideas and Details


# Target Type


Printed Resources


1

K

With prompting and support, identify key

details in informational text.

I can tell what information text is.

2 I can tell what a detail is.

3

I can tell (identify) important (key) details (at least two) from informational text.

4 K

With prompting and support, answer questions about key ideas in information text.

I can answer questions about important (key) details from informational text.

5 K

With prompting and support, ask questions about key details in informational text.

I can ask questions about important (key) details from informational text.


of 164


College and Career Readiness Anchor Standard Standard Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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



# Target Type


Printed Resources


1 K With prompting and support, identify the main topic of a text.

I can tell (identify) the main idea of informational text.

2 K

With prompting and support, identify key details of a text.

I can tell (identify) important (key) details (at least two) of informational text.

3 K

With prompting and support, retell key details of a text.

I can retell important (key) details of informational text.

This means I can tell the main idea and important details (at least two) of an informational text.


of 164



With prompting and support, describe the connections between two individuals, events, ideas, or pieces of information in a text.



# Target Type


Printed Resources


1 K

With prompting and support, identify key details about an individual discussed in an informational text.

I can tell (identify) important (key) details (two or more about a person in an informational text.

2 K

With prompting and support, identify details about events or ideas in a text.

I can tell (identify) details (two or more) about events or ideas in informational text.


of 164


College and Career Readiness Anchor Standard Standard Interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings and analyzes how word choices shape meaning or tone.

With prompting and support, ask and answer questions about unknown words in text.

Strand Cluster Reading Informational Text Craft and Structure


# Target Type


Printed Resources



I can identify the words I don’t understand in informational text.

2 K

Recognize that a question requires an answer.


3 R

Formulate a question about unknown words in a text, with prompting and support.

I can create question about words I don’t understand in informational texts.


of 164


College and Career Readiness Anchor Standard Standard Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Identify the front cover, back cover, and title page of a book.



# Target Type


Printed Resources


1 K Identify front cover, back cover and title page.

I can identify the front cover of a book.

I can identify the back cover of a book.

I can identify the title page of a book.


of 164


College and Career Readiness Anchor Standard Standard Assess how point of view or purpose shapes the content and style of a text. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in

a text. Strand Cluster Reading Informational Text Craft and Structure


# Target Type


Printed Resources


1 K Name the author and define what an author does.

I can name the author. I can tell what the author does.

2 K Name the illustrator and define what an illustrator.

I can name the illustrator. I can tell what the illustrator does.


of 164


College and Career Readiness Anchor Standard Standard Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Strand Cluster Reading Informational Text Integration of Knowledge and Ideas


# Target Type


Printed Resources


1 K Identify illustrations and identify text.

I can identify illustrations.

I can identify text.

2 K Define describe. I can tell what it means to describe.

3

R

With prompting and support, describe people, places, and things in illustrations.

1 can describe people in illustrations.

4 I can describe places in illustrations.

5 I can describe important ideas that are in illustrations.


of 164


College and Career Readiness Anchor Standard Standard Read and comprehend complex literary and informational texts independently and proficiently.


Strand Cluster Reading Informational Text Range of Reading and Text Complexity


# Target Type


Printed Resources


1

R Actively engage in group activities concerning craft and structure.

I can identify the front and back cover and the title of a book.

2 I can name the author and illustrator of a book and tell what they do.

3

R

Actively engage in group reading activities concerning key ideas and details.

I can identify the main topic of informational text.

4 I can retell important (key) details (at least 2) in informational text.

5 I can ask and answer questions about details in informational text.

6 I can tell (describe) how things go together in informational text.

6 R

Actively engage in group reading activities concerning integration of knowledge and ideas.

I can describe how the pictures and the informational text go together.


of 164



1st 2

nd 3

rd 4

th K.RF.1 K R S P


Reading foundational skills. Demonstrate understanding of the organization and basic features of print.

A. Follow words from left to right, top to bottom, and page by page.

B. Recognize that spoken words are represented in written language by specific sequences of letters.

C. Understand that words are separated by spaces in print.

D. Recognize and name all upper- and lowercase letters of the alphabet.

Strand Cluster

Reading Foundational Skills Print Concepts


Target

#

Target

Type


(If Appropriate)

Printed Resources


1

K

Recognize that spoken

words are represented in

written language by

specific sequences of letter

and separated by spaces in

print.

I can recognize that words

I say are written with

letters.

2

I can recognize the

difference between a letter

and a word.

3 K

Recognize that words on a

page progress from left to

right and from top to

bottom.


on a page go from left to

right.


on a page go from top to

bottom.

4 K



written language by



print.


are separated by a space.

5 K

Recognize that sentences

are made up of words.

I can recognize that

sentences are made up of

words.

6 K

Recognize and name all

upper- and lowercase

letters of the alphabet.

I can recognize all upper-

case letters.

I can recognize all lower-

case letters.

6 K Recognize and name all I can name all uppercase

of 164




letters.

I can name all lowercase

letters.

7

S

Follow words from left to

right, from top to bottom,

and from page to page.

I can follow words from

left to right.

8 I can follow words from

top to bottom on a page.


one page to the next.

of 164






E.




# Target Type


Printed Resources




,


2 S







bles.



4 K hort

.




of 164


4 S

Blend onsets and rimes of the beginning single-syllable spoken

words.


Segment onsets and rimes of single syllable spoken

words.


y


Isolate and pronounce CVC words to recognize

the initial sound.


5 K

and short vowel sounds.

Isolate and pronounce CVC words to recognize the initial sound, ending

I can recognize ending sounds.

S ding d.

I can recognize the ensound of a (CVC) wor

6 K I can recognize short vo

sound. wel

S I can recognize the middle sound of a (CVC) word.

7 S Isolate and pronounce CVC words.

I can put the beginning, middle, and ending sound together to say a (CVC) word.

of 164



1st 2

nd 3

rd 4

th K.RF.3 K R S P








Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources



letter (sound)


consonant.




corresponds to the

consonant.




sight words.




words.


sight words.


similarly spelled.


in words.


in words.

4 K Identify the sounds of the

letters that are different.

In words, I can find the

letter sound that is

different.

of 164





# Target Type


Printed Resources




2 R Determine the purpose for reading emergent-reader texts.

I can tell why I am reading this text (e.g., for fun, for information, to be a better reader).


of 164






# Target Type


Printed Resources


1 K Identify the title of a book or a topic to write about.




of 164


College and Career Readiness Anchor Standard Standard Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

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



# Target Type


Printed Resources


1 K Identify an informative/ explanatory text.

I can identify a text that has facts and information.


of 164



1st 2

nd 3

rd 4

th K.W.3 K R S P


Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.

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.

Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


2 K Choose a single event to

discuss.

I can choose an event to

talk about.

3 R

Distinguish between

relevant and irrelevant

details.

I can decide what an

important (key) detail is.

I can decide what is not an

important (key) detail.

4 R

Sequence relevant events. I can sequence important

events.

This means I can put

important events in order

(beginning, middle, end;

first, second, etc.).

5 R React to the event. I can tell how I felt about

the event.

6 P

Draw, dictate, and/or write

a narrative piece which

contains relevant details, a

logical sequence of events,

and a reaction.

I can use drawing,

dictating, or writing to tell

about an event.

of 164






# Target Type


Printed Resources


2

K


I can recognize when friends give me ideas.

3

I can recognize that details make writing better.


of 164


College and Career Readiness Anchor Standard Standard Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Strand Cluster Writing Research to Build and Present Knowledge


# Target Type


Printed Resources


2 R Participate in shared research and writing projects.

I can participate in a group to find out more about something.


of 164



1st 2

nd 3

rd 4

th K.W.8 K R S P






Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources




information from






of 164








Target #

Target Type



Resources




I can litalking.



4 R ed-upon g owing





6 K om and





discussion.

8 K rs ng.




10 S respond to


conversations.


of 164




Strand Cluster



# Target Type


Printed Resources


2 K




1 K

Identify key ideas from text read aloud or presented orally through media formats.

I can identify important (key) details in a text (read aloud).

3 K


I can ask questions about important (key) details in a text (read aloud).

I can ask questions about important (key) details in a presentation.

I can ask questions about important (key detail in media (e.g., video clips, interactive websites, audio books, etc.).


of 164


College and Career Readiness Anchor Standard Standard Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Ask and answer questions in order to seek help, get information, or clarify something that is not

understood.



# Target Type


Printed Resources


1 K Identify questions I can identify questions. Identify answers I can identify answers.

2 K

Identify situations in which help is needed, when information is needed, or when clarification is necessary.

I can recognize when I need help.

I can recognize when I need to know more.

I can recognize when I need to better understand.

3 K

Recognize that asking questions is an appropriate strategy to further understanding.

I can recognize that asking questions helps me understand.


of 164




Strand Cluster



# Target Type


Printed Resources








2 R











of 164






# Target Type


Printed Resources




2 K Identify details. I can identify details (2 or more).


of 164






# Target Type


Printed Resources









of 164





hy and how).




Target #

Target Type





2

K

Recognize that letters can be both upper and be uppercase and

lowercase.


lowercase.

3 upper case I can write the

and lower case form of many letters.

4

S

e command of the conventions of grammar and usage when speaking.

properly. Demonstrat I can speak

K










of 164











1 K

Capita n a lize first word isentence and the pronoun I.

I can start my sentence with a capital letter.

2 I can capitalize the wor‘I’.

d

3 K

punctuation. a Recognize and name end I can recognize and name

period.

I can recognize and name a question mark.

I can recognize and name an exclamation mark.





6 S l




of 164








Target #

Target Type



Resources









of 164












1

K

Wfrom

ction.

ects.





2

2 R


es.



3 K t (With help from my

teacher or others) I can


With guidance and supporfrom adults, identify common objects, identify categories, know verbs,

identify opposites. 4 K (With help from my

of 164


tion.

can mean

know adjectives, know opposites, identify real lifeconnections, and distinguish shades of meaning among verbs describing the same ac

teacher or others) I identify what words to me.

4 R

port (With help from my teacher or others) I can

about


identify words to tell my experiences.

of 164







# Target Type


Printed Resources


1

K





2

K



S



of 164






# Target Type


Printed Resources


2

K With prompting and support, identify key details in a text.

I can tell (identify what a detail is.

3 I can tell (identify) important (key) details (at least two) in a text.

4 K With prompting and support, ask questions about key details.





of 164


College and Career Readiness Anchor Standard Standard Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas.




# Target Type


Printed Resources


1 K With prompting and support, identify key details of a story.

I can tell (identify) important (key) details (at least two) in a story.

2 K With prompting and support, retell a familiar story including key details.

I can retell a story I know using important (key) details.

This means I can tell the main character(s), the setting, and what happened in the beginning, middle and end of the story.


of 164







# Target Type


Printed Resources



I can tell what a character is.

I can name (identify) the characters in the story.


I can tell what a setting is. I can tell (identify) the setting in the story.

3 K With prompting and support, define and identify the major events of a story.

I can tell what a major event is.

I can tell (identify) the setting in the story.

of 164



1st 2

nd 3

rd 4

th K.RL.4 K R S P




meaning or tone.


Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


3 R Formulate a question about





3

R

Use resources/strategies to






text.

4 I can use words from the

text to answer questions



5 I can use what I already

know to answer questions



of 164


College and Career Readiness Anchor Standard Standard Analyze the structure of texts including how specific sentences, paragraphs and larger portions of texts (e.g., a section, chapter, scene or stanza) relate to each other and the whole.

Recognize common types of texts (e.g., storybooks, poems).



# Target Type


Printed Resources


2 K Recognize common types of text such as poems.

I can recognize a poem.


of 164



1st 2

nd 3

rd 4

th K.RL.6 K R S P


Assess how point of view or purpose shapes the content and style of a text. With prompting and support, name the author and illustrator of a story and define the role of each in telling

the story. Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


1 K

With prompting and

support, name the author

and define what an author

does.

I can name the author.

I can tell what an author

does.

2 K

With prompting and

support, name the

illustrator and define what

an illustrator does.

I can name the illustrator.

I can tell what an illustrator

does.

of 164



1st 2

nd 3

rd 4

th K.RL.7 K R S P






Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources















together.

of 164



1st 2

nd 3

rd 4

th K.RL.9 K R S P





stories.

Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


2

K




stories.

I can tell what an

experience is.


is.

3 I can tell if the adventures

and experiences of a

character are the same or

different in stories I know.

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1st 2

nd 3

rd 4

th K.RL.10 K R S P



proficiently.





Complexity


Target

#

Target

Type


(If Appropriate)

Printed Resources


1

R


reading activities


structure.



a book.



tell what they do.

3

R


reading activities


details.


topic of a text.



text.



text.


reading activities






reading activities


details.




reading activities





together.

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reading activities


structure.

I can use pictures, words

from the text, and what I

already know to ask and


words I don’t understand.


reading activities



I can identify things that

are the same in two texts

about the same topic.


are different in two texts


9 R Apply activities that reflect

purpose and understanding

of text.

I can respond to what I

read.

This means I can answer

questions or draw pictures

(or other activities) about

what I read.

of 164






# Target Type


Printed Resources


1

K



I can tell what information text is.

2 I can tell what a detail is.

3


4 K



5 K




of 164






# Target Type


Printed Resources




2 K



3 K





of 164






# Target Type


Printed Resources


1 K



2 K



3

R

With prompting and support, discuss how two individuals and events in a text connect.

I can talk about how two people in a text are connected.

4 I can talk about how two events in a text are connected.


of 164






# Target Type


Printed Resources




2 K



3 R



4 R Recognize that a question requires an answer.

I can recognize when a question has an answer and how to use the answer.

5 R

Answer questions about unknown words in a text,

with prompting and support.

I can use pictures to answer questions about words I don’t understand in informational text.


of 164


College and Career Readiness Anchor Standard Standard Assess how point of view or purpose shapes the content and style of a text. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in

a text. Strand Cluster Reading Informational Text Craft and Structure


# Target Type


Printed Resources


1 K Name the author and define what an author does.

I can name the author. I can tell what the author does.

2 K Name the illustrator and define what an illustrator.

I can name the illustrator. I can tell what the illustrator does.


of 164






# Target Type


Printed Resources


1 K Identify illustrations and identify text.

I can identify illustrations. I can identify text.

2 K Define describe. I can tell what it means to describe.

3

R






This means that I can look at a picture and tell what it means about the story.

7 R

With prompting and support, describe the relationships between illustrations and text.

I can describe how pictures and the story go together.


of 164


College and Career Readiness Anchor Standard Standard Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

With prompting and support, identify the reasons an author gives to support points in a text.



# Target Type


Printed Resources


1 K Identify reasons the author gives to support points in the text, with prompting and support.

I can tell (identify) why the author wrote important facts.


of 164







# Target Type


Printed Resources


1

R Actively engage in group activities concerning craft and structure.

I can identify the front and back cover and the title of a book.

2 I can name the author and illustrator of a book and tell what they do.

3

R


I can identify the main topic of informational text.

4 I can retell important (key) details (at least 2) in informational text.



6 R



7 R Actively engage in group activities concerning craft and structure.

I can use pictures, words from informational text, and what I already know to ask and answer questions words I don’t understand.

8 R Actively engage in group I can identify things that

of 164


reading activities concerning integration of knowledge and ideas.

are the same in two informational texts about the same topic.

9

I can identify things that are different in two informational texts about the same topic.

10

I can name (identify) what is the same between informational texts on the same subject (e.g., illustrations, procedures, descriptions).

11

I can name (identify) what is different between informational texts on the same subject (e.g., illustrations, procedures, descriptions).

of 164



1st 2

nd 3

rd 4

th K.RF.1 K R S P


Reading foundational skills. Demonstrate understanding of the organization and basic features of print.

A. Follow words from left to right, top to bottom, and page by page.

B. Recognize that spoken words are represented in written language by specific sequences of letters.

C. Understand that words are separated by spaces in print.

D. Recognize and name all upper- and lowercase letters of the alphabet.

Strand Cluster

Reading Foundational Skills Print Concepts


Target

#

Target

Type


(If Appropriate)

Printed Resources


1

K



written language by



print.


I say are written with

letters.

2

I can recognize the

difference between a letter

and a word.

3 K

Recognize that words on a

page progress from left to

right and from top to

bottom.


on a page go from left to

right.


on a page go from top to

bottom.

4 K



written language by



print.


are separated by a space.

5 K

Recognize that sentences

are made up of words.

I can recognize that

sentences are made up of

words.

6 K




I can recognize all upper-

case letters.

I can recognize all lower-

case letters.

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6 K




I can name all uppercase

letters.

I can name all lowercase

letters.

7

S

Follow words from left to

right, from top to bottom,

and from page to page.

I can follow words from

left to right.


top to bottom on a page.


one page to the next.

of 164






E.




# Target Type


Printed Resources




,


2 S







bles.



4 K hort

.




of 164


4 S

Blend onsets and rimes of the beginning single-syllable spoken words.


Segment onsets and rimes of single syllable spoken words.


y


Isolate and pronounce CVC words to recognize the initial sound.


5 K

and short vowel sounds.

Isolate and pronounce CVC words to recognize the initial sound, ending

I can recognize ending sounds.

S ding d.

I can recognize the ensound of a (CVC) wor

6 K I can recognize short vo

sound. wel




8 S Add individual sounds in

rds a

simple one syllable woto make new words.

I can add a new sound toword to make a new word.

9

S syllable words to make new words.

g

Substitute individual sounds in simple one

I can change the beginninsound in a word to make a new word.

10 I can change the middle

sound in a word to make a new word.

11 a I can change the ending

sound in a word to make new word.

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nd 3

rd 4

th K.RF.3 K R S P








Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources



letter (sound)


consonant.




corresponds to the

consonant.




sight words.




words.


sight words.


similarly spelled.


in words.


in words.





different.

5

R Distinguish the differing

sound of consonants.

I can tell if (consonant)

sounds are different or the

same.

5 R Determine the pattern of

the word.

I can find the patterns in

words.

of 164


6 K Identify the five vowels

with common spellings.

I can identify the short

vowel sounds.

I can identify (tell) the

short vowel sounds.

7 S

Read words that have a

similar word pattern and

identify the sounds, letters

that are different.

I can read words that have

the same letter pattern.

This means I can read

words that look similar

(e.g., cat/hat, pot/pat,

pan/pat, etc.)

8 S

I can find the sounds that

are different in words that

have the same letter

pattern.

This means I can find the

sound that is different in

words that look alike (e.g.,

cat/hat, pot/pan, etc.).

9 S

I can find the letters that



pattern.


letter that is different in



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# Target Type


Printed Resources




2 R Determine the purpose for reading emergent-reader texts.

I can tell why I am reading this text (e.g., for fun, for information, to be a better reader).

3 S Read emergent-reader texts with purpose and for understanding.

I can read and respond to what I read.

This means I can answer questions or draw pictures (or other activities) to tell about what I read.


of 164






# Target Type


Printed Resources


1 K

Identify the title of a book or a topic to write about.



2 K Recognize what an opinion is.

I can tell what an opinion is.

3 R Formulate an opinion about a book.

I can create an opinion about a book or topic.

4 P

Write an opinion piece about a topic or a book; the piece should demonstrate a combination of drawing, dictating, and writing; it should include the topic or title of a book; and it should state an opinion or preference about the topic or book.

I can write (demonstrate) an opinion using drawing, dictating, and writing.

I can include the topic or title of a book in my opinion.


of 164






# Target Type


Printed Resources


1 K Identify an informative/ explanatory text.

I can identify a text that has facts and information.

2 K Select a topic for an informative/ explanatory writing piece.

I can choose a topic to write facts and information about.

3 R

Combine drawing, dictation, and writing to compose informational/ explanatory text to supply additional information about the topic.

I can use drawing, dictating and writing to give facts and information about my topic.

4 P

Compose informative/ explanatory text using in which they name the topic about which they are writing and supply some information about the topic.

I can use drawing, dictating and writing to tell my topic.

I can use drawing, dictating and writing to tell facts and information about my topic.


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# Target Type


Printed Resources


1 K Define event. I can tell what an event is.

2 K Choose a single event to discuss.

I can choose an event to talk about.

3 R

Distinguish between relevant and irrelevant details.

I can decide what an important (key) detail is.

I can decide what is not an important (key) detail.

4 R

Sequence relevant events. I can sequence important events.

This means I can put important events in order (beginning, middle, end; first, second, etc.).

5 R React to the event. I can tell how I felt about the event.

6

P

Draw, dictate, and/or write a narrative piece which contains relevant details, a logical sequence of events, and a reaction.


7

I can use drawing, dictating, or writing to add important details (at least two).

8 I can use drawing, dictating, or writing to sequence the details.


of 164






# Target Type


Printed Resources


1

K



2 I can recognize when friends give me ideas.

3

I can recognize that details make writing better.

4

R

With guidance and support from adults, students develop writing as needed by responding to questions and suggestions from peers and adding details to strengthen writing as needed.

I can use my friends’ questions and ideas to make my writing better (drawing, dictating, writing).

5 I can use details to make my writing better (drawing, dictating, writing).


of 164






# Target Type


Printed Resources


1 K




2 R

With guidance and support, choose digital tools for producing and publishing writing.

(With help from my teacher or others), I can choose what technology I want to use to make (produce) and publish writing.

3 S

With guidance and support, use technology to produce and publish writing individually and with peers.

(With help from my teacher or others), I can use technology to make (produce) and publish writing.


of 164






# Target Type


Printed Resources


1 K

Identify sources and tools for shared research.

I can name (identify) sources and tools that help me find out more about something (e.g., books, people, internet, magazines).

2

R

Participate in shared research and writing projects.


3

I can participate in a group to write about something (e.g., drawing, dictating, and writing.)


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1st 2

nd 3

rd 4

th K.W.8 K R S P






Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources



source.

I can tell (identify) what an

experience is.



information from







source.

I can tell (identify) what a

source is.

4 R Gather information from

more than one source to

answer a question.

I can use sources to answer

a question.

of 164








Target #

Target Type



Resources




I can litalking.



4 R ed-upon g owing





6 K om and





discussion.

8 K rs ng.




10 S respond to


conversations.


of 164




Strand Cluster




Target #

Target Type


Printed Resources


2 K




1 K



3 K





4 K


I can answer questions about important (key) details in other media (e.g., video clips, interactive websites, audio books, etc.).

5 R Ask for clarification of key If I don’t understand

of 164


details that are not understood from text read aloud and information presented through media.

something, I can ask questions about important details in a text (read aloud). If I don’t understand something, I can ask questions about important (key) details in presentation.

If I don’t understand something, I can ask questions about important (key) details in other media (e.g., video clips, interactive websites, audio books, etc.)

6 S Ask for clarification if something is not understood.

I can ask questions if I don’t understand

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1st 2

nd 3

rd 4

th K.SL.3 K R S P


Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Ask and answer questions in order to seek help, get information, or clarify something that is not

understood.

Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


1 K Identify questions I can identify questions.

Identify answers I can identify answers.

2 K

Identify situations in which

help is needed, when

information is needed, or

when clarification is

necessary.

I can recognize when I

need help.


need to know more.


need to better understand.

3 K

Recognize that asking

questions is an appropriate

strategy to further

understanding.

I can recognize that asking

questions helps me

understand.

4 R

Formulate appropriate

questions seek help,

information or

clarification.

I can create questions when

I need help.

I can create questions when

I need to know more.

I can create questions to

help me understand.

5 S

Ask questions to seek help,

get information or clarify

something that is not

understood.

I can ask questions when I

need help.


need to know more.

I can ask questions to help

me understand.

6 S

Answer questions in order

to seek help, get

information or clarify


understood.

I can answer questions to

help someone better

understand.

of 164




Strand Cluster




# Target Type


Printed Resources








2 R










3 S Orally perform a clear (With help from my

of 164


presentation that describes a person, a place, a thing, or an event that includes relevant details, with prompting and support.

teacher or others) I can tell important details (2 or more) to describe a person. (With help from my teacher or others) I can tell important details (2 or more) to describe a place.

(With help from my teacher or others) I can tell important details (2 or more) to describe a thing.

(With help from my teacher or others) I can tell important details (2 or more) to describe an event.

of 164






# Target Type


Printed Resources




2 K Identify details. I can identify details (2 or more).

3 R Add drawings or visual displays to provide details to descriptions.

I can add pictures, illustrations, or drawings to describe and add details.


of 164






# Target Type


Printed Resources









of 164



Demonstrate command of conventions of standard English grammar and usage when writing or speaking. a. Print many upper‐ and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding/s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives (e.g., who, what, when, where, w

hy and how).




Target #

Target Type





2

K


lowercase.


lowercase.

3 I can write the upper case


4

S


Demonstrat I can speak properly.

K







S Use question words in uestions.


speaking. I can ask q

6 K

mon irection words (e.g., prepositions,

an go).

Recognize comprepositions.

I can recognize d

anywhere a mouse c

of 164


ring ing. S

Use frequently occurprepositions in speak

I can use direction words when speaking (e.g., prepositions, anywhere a mouse can go).

7 K

Recognize nouns and verbs.

I can tell what a noun is. I can tell what a verb is. I can tell if a word is a noun or a verb.

Recognize that nouns be singular and plural.

can I can tell if a noun can be one, or more than one.

8 S

regular plural nouns with /s/ and /es/. Form I can form words (regu

plural nouns) that mean lar

more than one (e.g., one car, two cars; one bus, two buses).

9 R

mmar and usage when writing to expand sentences and

Demonstrate command of the convention of gra

distinguish between upper and lowercase letters.

I can add more to a sentence.

of 164











1 K




d

3 K


period.







6 S l



7 K rds using the

sounds I hear.


Use sound-letter awareness to spell simple words phonetically.

I can spell wo

of 164








Target #

Target Type



Resources









of 164












1

K

Wfrom

ction.

ects.





2

2 R


es.



3 K t (With help from my

teacher or others) I can



identify opposites. 4 K (With help from my

of 164

tion.

can mean


teacher or others) I identify what words to me.

4 R


about


identify words to tell my experiences.

5 K

tion.

(With help from my teacher or others) I can

With guidance and supportfrom adults, identify common objects, identify categories, know verbs, know adjectives, know opposites, identify real lifeconnections, and distinguish shades of meaning among verbs describing the same ac

identify. (With help from my eacher ot r others) I can

bs for

identify different verone action (e.g., toss, throw, hurl).

5 R

port hers) I can

f


(With help from my teacher or otrecognize opposites overbs. (With help from my eachert or others) I can

t out

figure out ways to acverbs.

5 S

verb.

With guidance and supportfrom adults act out meanings of verbs.

(With help from my teacher or others) I can act out the meaning of a

6 K

tion.

With guidance and support from adults, identifycommon objects, identify categories, know verbs, know adjectives, know opposites, identify real lifeconnections, and distinguish shades of meaning among verbs describing the same ac

(With help from my teacher or others) I can identify adjectives.


6 R port (With help from my teacher or others) I can

With guidance and supfrom adults sort common

of 164


f objects into categories; relate verbs and adjectives to their opposites; identify real life connections between words and their use; and distinguish ways to act out verbs.

recognize opposites oadjectives.

of 164







# Target Type


Printed Resources


1

K





2

K



S



3 K


I can learn words and phrases through being read to.

S Use words and phrases I can use words and

of 164


accurately acquired through conversations, reading, being read to, and responding to text.

phrases I learn through being read to.

4

K


I can learn words and phrases through talking about text.

S


I can use words and phrases I learn through talking about text.

5

K


I can learn words and phrases through reading.

S


I can use words and phrases I learn through reading.

of 164






# Target Type


Printed Resources


3 K With prompting and support, identify key details in a text.

I can tell (identify) important (key) details (at least two) in a text.

4 K With prompting and

support, ask questions about key details.





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1st 2

nd 3

rd 4

th K.RL.2 K R S P


Determine central ideas or themes of a text and analyze their development, summarize the

key supporting details and ideas.


Strand Cluster

Reading Literature Key Ideas and Details


Target

#

Target

Type


(If Appropriate)

Printed Resources



support, identify key

details of a story.

I can tell (identify)

important (key) details (at

least two) in a story.


support, retell a familiar

story including key details.

I can retell a story I know

using important (key)

details.

This means I can tell the

main character(s), the

setting, and what happened

in the beginning, middle

and end of the story.

of 164







# Target Type


Printed Resources



I can tell what a character is.

I can name (identify) the characters in the story.


I can tell what a setting is. I can tell (identify) the setting in the story.

3 K With prompting and support, define and identify the major events of a story.

I can tell what a major event is.

I can tell (identify) the setting in the story.

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1st 2

nd 3

rd 4

th K.RL.4 K R S P




meaning or tone.


Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


1 K

Identify unknown words in

text.

I can identify the words I


text.

2 K

Recognize that a question

requires an answer.

I can recognize question

words (e.g., who, what,

where, when, why, can, do,

does, etc.).

3

R Formulate a question about





3

R

Use resources/strategies to






text.

4

I can use words from the

text to answer questions



5

I can use what I already

know to answer questions



6



already know to answer



text.

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1st 2

nd 3

rd 4

th K.RL.7 K R S P






Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources















together.

of 164



1st 2

nd 3

rd 4

th K.RL.9 K R S P





stories.

Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources


2

K




stories.

I can tell what an

experience is.


is.

3 I can tell if the adventures

and experiences of a

character are the same or

different in stories I know.

4 R

Compare and contrast

adventures and

experiences.

I can compare the

adventures and experiences

of characters in stories I

know.

This means I can tell what

is alike about the adventure

and experiences of

characters in stories I

know.

I can contrast the



know.

This means I can tell what

is different about the



know.

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1st 2

nd 3

rd 4

th K.RL.10 K R S P



proficiently.





Complexity


Target

#

Target

Type


(If Appropriate)

Printed Resources


1

R


reading activities


structure.



a book.



tell what they do.

3


reading activities


details.


topic of a text.



text.



text.


reading activities






reading activities


details.




reading activities





together.

of 164



reading activities


structure.



already know to ask and


words I don’t understand.


reading activities




are the same in two texts



are different in two texts


9 R Apply activities that reflect

purpose and understanding

of text.

I can respond to what I

read.

This means I can answer

questions or draw pictures

(or other activities) about

what I read.

of 164






# Target Type


Printed Resources


3 K




4 K



5 K




of 164






# Target Type


Printed Resources




2 K



3 K





of 164






# Target Type


Printed Resources


1 K



2 K



3

R

With prompting and support, discuss how two individuals and events in a text connect.

I can talk about how two people in a text are connected.

4 I can talk about how two events in a text are connected.

5 R With prompting and support, discuss how two ideas and pieces of information in a text connect.

I can talk about how two ideas in a text are connected.

6 R I can talk about how two pieces of information in a text are connected.

7 R

With prompting and support, discuss how two identify a relationship between elements in informational piece.

I can talk about (identify) how individuals, events, ideas, and/or pieces of information are connected.


of 164






# Target Type


Printed Resources




2 K



3 R



4 R Recognize that a question requires an answer.

I can recognize when a question has an answer and how to use the answer.

5

R

Answer questions about unknown words in a text,

with prompting and support.

I can use pictures to answer questions about words I don’t understand in informational text.

6

I can use words from the text to answer questions about words I don’t understand informational text.

7

I can use what I already know to answer questions about words I don’t understand in informational text.


of 164







# Target Type


Printed Resources


3

R






This means that I can look at a picture and tell what it means about the story.

7 R

With prompting and support, describe the relationships between illustrations and text.

I can describe how pictures and the story go together.

of 164


College and Career Readiness Anchor Standard Standard Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

With prompting and support, identify the reasons an author gives to support points in a text.



# Target Type


Printed Resources


1 K Identify reasons the author gives to support points in the text, with prompting and support.

I can tell (identify) why the author wrote important facts.


of 164


College and Career Readiness Anchor Standard Standard Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).



# Target Type


Printed Resources


1 K Identify basic similarities in two texts on the same

topic.

I can tell (identify) things that are the same.

I can tell (identify) things that are the same (similar) in text (e.g., illustrations, descriptions, procedures).

2 K Identify basic differences between two texts on the

same topic.

I can tell (identify) things that are different.

I can tell (identify) things that different in text (e.g., illustrations, descriptions, procedures).


of 164







# Target Type


Printed Resources


4

R


I can retell important (key) details (at least 2) in informational text.



6 R



7 R Actively engage in group activities concerning craft and structure.

I can use pictures, words from informational text, and what I already know to ask and answer questions words I don’t understand.

8

R


I can identify things that are the same in two informational texts about the same topic.

9

I can identify things that are different in two informational texts about the same topic.

10 I can name (identify) what

of 164


is the same between informational texts on the same subject (e.g., illustrations, procedures, descriptions).

11

R


I can name (identify) what is different between informational texts on the same subject (e.g., illustrations, procedures, descriptions).

12 I can recognize ways to respond to informational text.

13

I can respond to informational text.

This means that I can answer questions or draw picture (or other activities) about informational text.

of 164





(consonant‐vowel‐consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) Add or substitute individual sounds (phonemes) in simple, one‐syllable words to make new words.E.

ords, syllables, or phonemes written in /slash/refer to their pronunciation phonology. Thus, /cvc/ is a *W

word with three phonemes regardless of the number of letters in the spelling of the word.


tion Assessments Resources Differentia

Target #

Target Type


Resources Extension ESL Printed Technology Manipulatives Strategies Remediation

6 K Isolate and pronounce

the initial sound, ending .

CVC words to recognize

and short vowel sounds

I can recognize short vowel sound.




8 S Add individual sounds simple one syllable wordto make new words.

in s

I can add a new sound to a word to make a new word.

9

S sounds in simple one syllable words to make

Substitute individual

new words.

I can change the beginning sound in a word to make a new word.

10 I can change the middle sound in a word to make a new word.

11 I can change the ending sound in a word to make a new word.



of 164



1st 2

nd 3

rd 4

th K.RF.3 K R S P








Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources



letter (sound)


consonant.




corresponds to the

consonant.




sight words.




words.


sight words.


similarly spelled.


in words.


in words.





different.

5

R Distinguish the differing

sound of consonants.

I can tell if (consonant)

sounds are different or the

same.

5 R Determine the pattern of

the word.

I can find the patterns in

words.

of 164




I can identify the short

vowel sounds.

I can identify (tell) the

short vowel sounds.

7 S

Read words that have a

similar word pattern and

identify the sounds, letters

that are different.

I can read words that have

the same letter pattern.

This means I can read

words that look similar

(e.g., cat/hat, pot/pat,

pan/pat, etc.)

8 S

I can find the sounds that



pattern.


sound that is different in



9 S

I can find the letters that



pattern.


letter that is different in





I can tell the long vowel

sounds.

11 R

Distinguish long and short

vowel sounds that have

common spellings.

I can tell the difference

between long and short

vowel sounds.

of 164





# Target Type


Printed Resources


3 S Read emergent-reader texts with purpose and for understanding.

I can read and respond to what I read.

This means I can answer questions or draw pictures (or other activities) to tell about what I read.


of 164






# Target Type


Printed Resources


2 K Recognize what an opinion is.

I can tell what an opinion is.

3 R Formulate an opinion about a book.

I can create an opinion about a book or topic.

4 P

Write an opinion piece about a topic or a book; the piece should demonstrate a combination of drawing, dictating, and writing; it should include the topic or title of a book; and it should state an opinion or preference about the topic or book.

I can write (demonstrate) an opinion using drawing, dictating, and writing.

I can include the topic or title of a book in my opinion.


of 164






# Target Type


Printed Resources


2 K Select a topic for an informative/ explanatory writing piece.

I can choose a topic to write facts and information about.

3 R

Combine drawing, dictation, and writing to compose informational/ explanatory text to supply additional information about the topic.

I can use drawing, dictating and writing to give facts and information about my topic.

4 P

Compose informative/ explanatory text using in which they name the topic about which they are writing and supply some information about the topic.

I can use drawing, dictating and writing to tell my topic.

I can use drawing, dictating and writing to tell facts and information about my topic.


of 164






# Target Type


Printed Resources


2 K Choose a single event to discuss.

I can choose an event to talk about.

3 R

Distinguish between relevant and irrelevant details.

I can decide what an important (key) detail is.

I can decide what is not an important (key) detail.

4 R

Sequence relevant events. I can sequence important events.

This means I can put important events in order (beginning, middle, end; first, second, etc.).

5 R React to the event. I can tell how I felt about the event.

6

P

Draw, dictate, and/or write a narrative piece which contains relevant details, a logical sequence of events, and a reaction.


7

I can use drawing, dictating, or writing to add important details (at least two).

8 I can use drawing, dictating, or writing to sequence the details.


of 164






# Target Type


Printed Resources


4

R

With guidance and support from adults, students develop writing as needed by responding to questions and suggestions from peers and adding details to strengthen writing as needed.

I can use my friends’ questions and ideas to make my writing better (drawing, dictating, writing).

5 I can use details to make my writing better (drawing, dictating, writing).


of 164






# Target Type


Printed Resources


1 K




2 R

With guidance and support, choose digital tools for producing and publishing writing.

(With help from my teacher or others), I can choose what technology I want to use to make (produce) and publish writing.

3 S

With guidance and support, use technology to produce and publish writing individually and with peers.

(With help from my teacher or others), I can use technology to make (produce) and publish writing.


of 164






# Target Type


Printed Resources


1 K

Identify sources and tools for shared research.

I can name (identify) sources and tools that help me find out more about something (e.g., books, people, internet, magazines).

2

R

Participate in shared research and writing projects.


3

I can participate in a group to write about something (e.g., drawing, dictating, and writing.)

4 R

Determine and apply appropriate sources and tools to conduct shared research.

I can use sources and tools to help me find out more about something (e.g., books, people, internet, magazines).


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1st 2

nd 3

rd 4

th K.W.8 K R S P






Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed Resources



source.

I can tell (identify) what a

source is.

4 R Gather information from

more than one source to

answer a question.

I can use sources to answer

a question.



information from





using facts and information

from a source.

of 164








Target #

Target Type



Resources




I can litalking.



4 R ed-upon g owing





6 K om and





discussion.

8 K rs ng.




10 S respond to


conversations.


of 164




Strand Cluster




Target #

Target Type


Printed Resources


2 K




1 K



3 K





4 K


I can answer questions about important (key) details in other media (e.g., video clips, interactive websites, audio books, etc.).

5 R Ask for clarification of key If I don’t understand

of 164


details that are not understood from text read aloud and information presented through media.

something, I can ask questions about important details in a text (read aloud). If I don’t understand something, I can ask questions about important (key) details in presentation.

If I don’t understand something, I can ask questions about important (key) details in other media (e.g., video clips, interactive websites, audio books, etc.)

6 S Ask for clarification if something is not understood.

I can ask questions if I don’t understand

of 164



1st 2

nd 3

rd 4

th K.SL.3 K R S P


Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Ask and answer questions in order to seek help, get information, or clarify something that is not

understood.

Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


5 S

Ask questions to seek help,

get information or clarify


understood.


need help.


need to know more.

I can ask questions to help

me understand.

6 S Answer questions in order

to seek help, get

information or clarify


understood.

I can answer questions to

help someone better

understand.

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Strand Cluster



# Target Type


Printed Resources


3 S

Orally perform a clear presentation that describes a person, a place, a thing, or an event that includes relevant details, with prompting and support.

(With help from my teacher or others) I can tell important details (2 or more) to describe a person.

(With help from my teacher or others) I can tell important details (2 or more) to describe a place.

(With help from my teacher or others) I can tell important details (2 or more) to describe a thing.

(With help from my teacher or others) I can tell important details (2 or more) to describe an event.


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1st 2

nd 3

rd 4

th K.SL.5 K R S P


Make strategic use of digital media and visual displays of data to express information and

enhance understanding of presentations.


Strand Cluster



Target

#

Target

Type


(If Appropriate)

Printed

Resources


3 R Add drawings or visual

displays to provide details

to descriptions.

I can add pictures,

illustrations, or drawings to

describe and add details.

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# Target Type


Printed Resources









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Scott County Schools Kindergarten nglish Language Arts E





hy and how).




# Target Type


Printed Resources




2

K


lowercase.


lowercase.

3 I can write the upper case


4

S


Demonstrat I can speak properly.

K









6 K Recognize common irection I can recognize d

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words (e.g., prepositions, an go).

prepositions. anywhere a mouse c

S

g ing.

s Use frequently occurrinprepositions in speak

I can use direction wordwhen speaking (e.g., prepositions, anywhere a mouse can go).

7 K

Recognize nouns and verbs.

I can tell what a noun is. I can tell what a verb is. I can tell if a word is a noun or a verb.

Recognize that nouns be singular and plural.

can I can tell if a noun can be one, or more than one.

8 S

regular plural nouns with /s/ and /es/. Form I can form words (regu

plural nouns) that mean lar

more than one (e.g., one car, two cars; one bus, two buses).

9 R

mmar and usage when writing to expand sentences and

Demonstrate command of the convention of gra

distinguish between upper and lowercase letters.

I can add more to a sentence.

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1 K




d

3 K


period.







6 S l



7 K rds using the

sounds I hear. Use sound-letter awareness

to spell simple words phonetically.

I can spell wo


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Target #

Target Type



Resources


4 R

Determine or clarify the

nd

I can use pictures, text, and meaning of unknown andmultiple-meaning words and phrases based on kindergarten reading acontent.

what I already know to figure out what a word means.

5

K

requently s and

I can recognize (identify) Identify foccurring inflectionaffixes (e.g., -ed, -e, re-, un-, pre-, -ful, -less).

some word beginnings (prefixes; e.g., re-, un-, pre).

R s to a

use word beginnings Apply knowledge of frequently occurring inflections and affixedetermine the meaning of word.

I can (prefixes) to help me find out what a word means.

6

K

y frequently s and

I can recognize (identify

s, -ing,

Identifoccurring inflectionaffixes (e.g., -ed, -e, re-, un-, pre-, -ful, -less).

some word endings (suffixes; e.g., -ed, --ful, -less).

R s to a

rd endings d

Apply knowledge of frequently occurring inflections and affixedetermine the meaning of word.

I can use wo(suffixes) to help me finout what a word means.


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4 K

Wfrom

ction.

mean



(With help from my teacher or others) I can identify what words to me.

4 R


about


identify words to tellmy experiences.


5 K

t (With help from my teacher or others) I can


identify. (With help from my

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tion.

r others) I can bs for


teacher oidentify different verone action (e.g., toss, throw, hurl).

5 R

port my teacher or others) I can

f


(With help from

recognize opposites overbs. (With help from my eachert or others) I can

t out

figure out ways to acverbs.

5 S

verb.

With guidance and supportfrom adults act out meanings of verbs.

(With help from my teacher or others) I can act out the meaning of a

6 K

tion.

With guidance and support from adults, identifycommon objects, identify categories, know verbs, know adjectives, know opposites, identify real lifeconnections, and distinguish shades of meaning among verbs describing the same ac

(With help from my teacher or others) I can identify adjectives.

6 R


f


recognize opposites oadjectives.

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# Target Type


Printed Resources


2

K



S



3 K


I can learn words and phrases through being read to.

S


I can use words and phrases I learn through being read to.

4 K


I can learn words and phrases through talking about text.

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S


I can use words and phrases I learn through talking about text.

5

K


I can learn words and phrases through reading.

S


I can use words and phrases I learn through reading.

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Kindergarten ELA - Scott County Schools

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