Essential Standards Chart:  What is it we expect students to learn?  

Grade:

 Kindergarten

Subject:  

LA

Semester

Team

Members:  

Camille Davis

Kristine Lowder

Rexann Edwards

Standard Description

Example Rigor

Prerequisite Skills

Common

Assessment

When Taught?

Extension Standards

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

be taught?

What will we do when students have learned the essential standard(s)?

R.F. K.1a-c

Concepts of Print

Student Friendly:

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.

R.F.K.1.D

Student Friendly:  I know all the letter names and sounds

Students see a letter and can tell its name and sound

(S.L.K.6) speak

Know the ABC song

Understand what a letter is

Vocabulary: letter

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

R.F.K.2

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

All year

Rhyming words

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)

All year

Sight words

Long vowels

Word families

W.K.3

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

All Year

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

Observation/Whole Group

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)

Strokes

Distinguishing uppercase and lowercase

Ongoing

BOY, MOY, EOY

All Year

Applying in own writing

R.F.K3c I can read the Kindergarten sight words

Instant recall/fluent

Know all letters and sounds, beginning reading skill

BOY, MOY, EOY

All year

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

All year

Write questions and find answers by going back into text independently

Buffum/Mattos/Weber, 2011