LANGUAGE ARTS...
We are learning to read closely to find out what the text says.
We are learning to make conclusions from the text. We can support conclusions drawn from the text with specific textual details. We are learning to find out the central ideas or themes of a text and examine and explain their development. We are learning to summarize the key supporting details and ideas of a text. We are learning to examine and explain how and why individuals, events, and ideas develop and interact over the course of a text. We are learning to find the meaning of words and phrases, including finding out technical, connotative, and figurative meanings. We are learning to examine and explain how word choices shape meaning or tone. We are learning to examine and explain the structure of texts, including how specific sentences and paragraphs relate to each other and the whole. We are learning to find the importance of point of view in shaping the content and style of a text. We are learning to find how purpose shapes the content and style of a text. We are learning to bring together and judge the worth of content presented by different presentation types. We are learning to find and judge the worth of the argument and claims in a text. We are learning to examine and explain how different texts address similar themes or topics. We are learning to read and comprehend complex literary and informational texts independently and skillfully. We are learning to ask and answer questions about key details in a text. We can, with support, retell familiar stories, including key details. We can, with support, identify characters, settings, and major events in a story. We are learning to ask and answer questions about unknown words in a text. We are learning to recognize common types of texts (for example, storybooks, poems). We can, with support, name the author and illustrator of a story and define the role of each in telling the story. We can, with support, tell about the relationship between illustrations and the story in which they appear (for example, what moment in a story an illustration depicts) We can, with support, compare and contrast the adventures and experiences of characters in familiar stories. We are learning to engage in group reading activities with purpose and understanding. We can, with support, ask and answer questions about key details in a text. We can, with support, identify the main topic of a text. We can, with support, retell key details of a text. We can, with support, tell about the connection between two individuals in a text. We can, with support, tell about the connection between two events, two ideas, or two pieces of information in a text. We can, with support, ask and answer questions about unknown words in a text. We are learning to recognize the front cover, back cover, and title page of a book. We are learning to name the author and illustrator of a text and explain the role of each in making the text. We can with support, tell about the relationship between drawings and the text in which they appear (for example, what person, place, thing, or idea in the text a drawing depicts). We can, with support, find the reasons an author gives to support points in a text. We can, with support, identify similarities in and differences between two texts on the same topic (for example, in illustrations, descriptions, or procedures). We are learning to engage in group reading activities with purpose and understanding. We are learning to follow words from left to right, top to bottom, and page by page. We are learning that spoken words are represented in written language by specific group of letters. We are learning that words are separated by spaces in print. We are learning to recall and name all upper- and lowercase letters of the alphabet. We are learning to spot and make rhyming words. We are learning to count, pronounce, blend, and segment syllables in spoken words. We are learning to blend and segment onsets and rimes of single-syllable spoken words. We are learning to isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. We are learning to add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. We are learning to show our basic knowledge of one-to-one letter-sound correspondences by producing the primary sound for each consonant. We are learning to produce the most frequent sounds for each consonant. We are learning to associate the long and short sounds with common spellings (graphemes) for the five major vowels. Kindergarten Reading Copyright 2013 Teachers Hero Permission to reproduce in original format is granted to any school. We are learning to read common high-frequency words by sight(for example, the, of, to, you, she, my, is, are, do, does). We are learning to distinguish between similarly spelled words by identifying the sounds of the letters that differ. We are learning to read with purpose and understanding. We can use pictures that correspond with text. We can use letters for sounds. We can write a sentence using a verb and noun. We can put spaces between our words and capitalization. We can add detail to our writing. MATH
In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.
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