Essential Standards Chart: What is it we expect students to learn?
What is the essential standard to be learned? Describe in student-friendly vocabulary.
What does proficient student work look like? Provide an example and/or description.
What prior knowledge, skills, and/or vocabulary is/are needed for a student to master this standard?
What assessment(s) will be used to measure student mastery?
When will this standard
What will we do when students have learned the essential standard(s)?
Concepts of Print
I can hold a book correctly, tell you the parts of the book, and tell you where to start.
I can tell the number of words in a sentence.
I can tell the difference between a word and a letter.
Students perform everything in first column
Be able to count
Vocabulary: letter, word, book, sentence, cover, spine, back, pages, title
One on one have students go through all parts of concepts of print. (i.e “show me the cover, how do you start?”)
Assess: KEEP Assessment, teacher created
Starting at the beginning of the year and continue every time we read a book.
READ books on their own level.
Student Friendly: I know all the letter names and sounds
Students see a letter and can tell its name and sound
Know the ABC song
Understand what a letter is
Kindergarten assessment w/ flashcards given out of order
(Assess every 1-2 months)
DIBELS LNF, NWF-CLS – January/May
Teach from beginning of the year and continue all year
Start segmenting and blending using letters
I can tell all the sounds of a given word. When given sounds, I can blend them together.
Students hear the word “cat” and can segment into sounds “c-a-t”
Students can hear “c-a-t” and say “cat”
Hear individual words in a sentence
Beginning and ending sounds
DIBELS – BOY, MOY, EOY
Progress monitor weekly
Make new words by changing a consonant or a vowel sound
R.F.K.3 I can read words
Independently read CVC words
Segment and blend sounds
Concepts of print
Letters and sounds
Core Phonics Survey (Section E)
I can draw a picture of an event.
I can tell you about it.
I can write about it.
Students can draw and color a picture of an event with a complete character, setting, and details.
Students can tell about the drawing and explain the event.
Students can write a complete thought about the event using phonetic spelling (i.e wintr, wntr), with spacing.
Letter names and sounds
How to hold a pencil
Vocabulary: event, character, setting,
Common Writing Prompt and use WFTBB rubric
Assess – monthly writing sample
Increase amount of writing and/or improve details in writing.
Use conventions: capital & lower case letters and punctuation (period, question mark, exclamation point)
RL.K.2 and 3 I can retell a story I know using important details from the story
Telling at least 4 details from a story
(who, what, when, where, why)
Vocabulary: main character, setting, problem, solution
Speaking and listening
Comprehension (all year)
Independently read and retell
Tell a friend
L.K.1a I can write all upper and lowercase letters
Write all their letters legibly
(ball and stick)
Distinguishing uppercase and lowercase
BOY, MOY, EOY
Applying in own writing
R.F.K3c I can read the Kindergarten sight words
Know all letters and sounds, beginning reading skill
BOY, MOY, EOY
Apply in reading own books
RLK1, RIK1 Ask and answer questions about details in stories/texts
During discussion, ask appropriate questions relating to the text
LK1d Understand and use question words
Observation during classroom discussions
Write questions and find answers by going back into text independently