Kindergarten Goals

Francis Howell School District Kindergarten Goals

Reading Behaviors

  • Book Handling (understand how print and books work):
    • Hold book properly and read left to right, top to bottom, front to back, with correct return sweep
    • Consistently identify the front cover, back cover and title page of a book
    • Consistently name the roles of the author and illustrator
    • Consistently identify different types of text: storybooks, poems, fiction, and non-fiction

Reading Readiness Skills

  • Letter and Letter Sound Recognition:
    • Name upper and lowercase letters without hesitation
    • Produce letter sounds for consonants and all short and long vowel sounds without hesitation
    • Consistently recognize and apply both short and long vowel sounds in reading
  • Phonemic Awareness:
    • Consistently recognize rhyming words (1st quarter); recognize and produce rhyming words (2nd- 4th quarters)
    • Consistently name all three sounds (beginning, middle, and ending) in a CVC (consonant-vowel-consonant, “cat”) word
    • Consistently blend words and word parts (e.g., teacher says, “/c/ /a/ /t/,” student blends “cat”)
    • Consistently segment words and word parts (e.g., teacher says “cat,” student segments “/c/ /a/ /t/”)
  • Reading:
    • Read sight words without hesitation
    • Read grade level text with purpose and understanding
  • Comprehension:
    • Consistently identify the following story elements: character, setting, and major events in order
    • Retell a familiar story using details from the text
    • Consistently identify key ideas in a text, and provide details from the text to support those ideas

Writing

  • Handwriting:
    • Consistently write first and last name with capital and lower case letters without a model
    • Write upper and lowercase letters legibly
  • Writing:
    • Differentiate between letters, words, and sentences
    • The Kindergarten Writing Continuum flows from simple drawings in Stage 1 to complete paragraphs in Stage 9. Below is the progression to be on track to meet year-end expectations.
      • 1st Quarter: end of quarter-Stage 3 or better (pictures + letters)
      • 2nd Quarter: end of quarter-Stage 5 or better (pictures + matching sounds)
      • 3rd Quarter: end of quarter-Stage 7 or better (pictures + clear statements; using capitals, periods, and some conventional spelling).
      • 4th Quarter: end of year-Stage 8 or 9 (pictures + multiple sentences relating to the topic; consistently using capitals, periods, and conventional spelling)

Speaking

  • Ask and answer questions for help, information, and clarification
  • Express ideas clearly and speak audibly

Listening 

  • Listen attentively for learning, enjoyment and exchange of information

Math Readiness Skills

  • Counting and Grouping:
    • Count to 100 by ones and tens
    • Count forward beginning from a given number other than 1.
    • Write numbers from 0-20
    • Represent a number of objects with a written numeral from 0-20
    • Use one-to-one correspondence
    • Understand the relationship between numbers and quantities.
    • Count to answer “how many?” (up to 20)
    • Given a number from 1-20, count out that many objects
    • Identify a number of objects that are greater than, less than, or equal to the objects in another group
  • Operations and Algebraic Thinking:
    • Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations
    • Solve addition and subtraction word problems
    • Add and subtract within 10
    • Fluently add and subtract within 5
    • Decompose numbers less than or equal to 10 into pairs in more than one way (e.g., 5 = 4 + 1 and  5 = 2 + 3)
    • For any number 1-9, find the number that makes 10 when added to the given number
  • Numbers and Operations in Base Ten
    • Compose and decompose numbers from 11-19 into ten ones and some further ones (e.g., 18 = 10 + 8)
  • Measurement and Data
    • Describe measurable attributes of objects, such as length or weight
    • Directly compare two objects with a measurable attribute in common
    • Classify objects into given categories
    • Count the numbers of objects in each category and sort the categories by count
  • Geometry
    • Describe objects in the environment using names of shapes and relative positions (above, below, beside, in front of, behind, and next to)
    • Correctly name shapes (circle, square, triangle, rectangle, hexagon, cube, cone, cylinder, sphere)
    • Identify shapes as 2-dimensional or 3-dimensional
    • Analyze and compare two- and three-dimensional shapes
    • Compose simple shapes to form larger shapes

 

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