1. hears sound sequence in words

2. recognizes and names all upper and lower case letters

3. uses letter-sound links (including initial and final)

4. matches spoken and written word

5. is able to distinguish when letter names and sounds match

6. can distinguish similar and dissimilar sounds in groups of words

7. identifies repetition of sounds, words, or phrases

8. uses simple plural forms

1. focuses on text detail to identify or confirm

2. recognizes some words in different contexts

3. uses pictures to predict text

4. identifies the beginning, middle, and end of a story

5. retells a simple text in sequence

6. connects characters with actions

7. recounts information gained from books

8. interprets and uses pictures, labels, photographs

9. reads labels and captions around the classroom

10. reads and follows simple directions and symbols

11. understands that some words name or describe actions, ideas, or information

1. develops a memory for text

2. pauses and sometimes reruns or self-corrects if meaning is lost

3. rereads to gain confidence and pace in known text

4. Shows Effort to Become a Life-Long Reader

5. participates in the reading of stories, poems, songs

6. asks for nonfiction as well as fiction books to be reread

7. explores new books, including nonfiction

8. returns to read and/or review favorite books

9. responds to acknowledgement and encouragement

1. records ideas and information, often unconventionally, but talks about what has been written

2. recalls main ideas and some detail when returning to writing at a later time

3. writes for own satisfaction and/or purpose

1. writes labels, signs, or captions for drawings and models

2. shows understanding of different purposes of some texts (e.g. letters, shopping lists, birthday cards, recipes)

3. uses more than one layout (e.g. lists, connected text)

4. talks about topic and considers ideas before writing

5. sometimes writes before drawing

1. uses some complete sentences when dictating ideas or information

2. writes labels, signs, or captions for drawings and models

1. writes and names all upper and lower case letters

2. uses some classroom resources (e.g. word wall, charts, dictionaries) to find and check known words

3. shows awareness that writing has conventions

4. builds a repertoire of some conventionally-spelled 2 or 3 letter words

1. rereads frequently while writing

2. adds detail in response to questions or suggestions

3. sometimes asks for and willingly accepts additions or changes to writing

4. shares published work with pride

5. talks about topic and considers ideas before writing

Spelling

1. understands that the sequence of letters in a word matches the sequence of sounds

2. uses phonemes and letter knowledge in "invented" spelling when writing independently

3. writes own name (first and last) and the name of some family members and friends

4. demonstrates awareness of letters in written language

5. matches spoken and written sounds

6. represents spoken language with conventional spelling and personal spelling

1. seeks help to correct or improve work for greater accuracy

2. talks about writing and written work, especially achievements and new learning

1. establish a one-to-one correspondence in counting objects

2. determine the cardinal number of a set of objects less than 31

3. when given three groups of objects (1-20), order them from smallest to largest

4. given two sets of objects, each less than five, determine how many in all

5. demonstrate an understanding of equal parts and fair sharing

6. recognize if amounts are the same or different

1. use a variety of approaches, strategies, and manipulative materials to create and tell stories involving addition and subtraction as found in familiar settings

2. demonstrate the relationship between addition and subtraction situations when creating and telling stories

3. use mental math strategies to compose and decompose numbers through 10

1. estimate the number of objects in a set using comparative language (less than ten, more than ten, etc.)

2. use a known quantity to estimate an unknown quantity (sets of objects to 30) using a variety of strategies and approaches

1. use comparative words to compare objects and events to determine which is heavier, longer, holds more, takes longer

1. identify shapes (squares, circles, rectangles, and triangles) in surroundings, combine shapes or objects to make larger shapes or objects

2. classify real world 3-D objects as a ball, box, or can shape

3. describe and compare figures using geometric and spatial vocabulary, such as corners, curves, inside, outside, right, left, below, and above

1. discriminate between impossible, probable, and certain events in a real world context

2. sort and classify data in order to draw conclusions in familiar situations

1. use physical objects and/or pictures to build and discuss graphs in order to answer questions

1. recognize, copy, and extend patterns using sounds, objects and symbols

2. recognize, analyze, make predictions with repetitive patterns

3. explore number patterns

4. sort and classify objects by common attributes

1. use objects and numerals to show the meaning of equality and inequality

2. use manipulatives to solve equations involving addition and subtraction with sums through 10

1. recognize and search for patterns in familiar situations, for example, find a simple A-B-A-B color pattern in a striped shirt

1. identify questions to be answered in familiar situations, for example, when shown a completed attendance graph, can ask questions like "How many boys are here today?"

2. construct solutions

3. organize relevant information to solve a problem, for example, when asked how many more boys there are in class than girls, will arrange children in a way that helps answer the question

4. select appropriate tools for a given problem, such as cubes, calculator, pan balance

1. identify likenesses and differences to sort and classify objects and events, focusing on one attribute

2. validate own thinking using models, for example, use a manipulative such as links to prove that one object is longer than another, and use appropriate models given choices

3. predict results

4. predict results, for example, guess what color cube will most likely be drawn from a bag containing 2 red cubes and 1 blue cube

5. draw conclusions and verify results

6. reflect on results in familiar situations, for example, tell why a can rolls but a box doesn't

1. follow a plan for collecting information, for example, place a clothespin on a yes/no graph to answer a survey question each morning when coming into the classroom

2. organize and interpret information

3. organize and clarify mathematical information in at least one way, for example, arrange two sets of cubes in order to determine which set has more

4. given sets of objects, draw conclusions about attributes and explain possible reclassification of the data

5. represent and share information

6. express ideas using models and/or pictures, for example, draw a picture to show which of two sets of cubes has more, relate small quantities using mathematical notation

1. recognize equivalent mathematical models in familiar settings, for example, use a variety of objects to make sets of 5 - i.e., 5 cubes, 5 boys, 5 chairs, etc.

2. recognize mathematical patterns in familiar situations in other disciplines, for example, look for patterns in the shapes of tree leaves, e.g., maple trees whose leaves have three to five lobes

3. to real-life situations

4. use mathematical knowledge in everyday situations, for example, determine how many more students in the class come to school in a car than on a bus

Kindergarten Expectations in Science

Properties

1. properties of materials can be explored through the five senses

2. System and Structure

3. structures can be understood by exploration with the five senses

4. Change and Interaction

5. change occurs in people, plants and animals over time

6. people, plants and animals interact with each other in their environment

The Great Body Shop required unit for kindergarten is "No Drugs, No Way." Students will:

1. identify dangerous substances at home, at school, and on the playground

2. list three healthful things you especially like to do using your "great body"

1. demonstrate body control while performing a variety of basic physical skills

2. demonstrate safe movement, follow directions and demonstrate sportsmanship

3. develop introductory fitness vocabulary

4. participate in rhythmic activities