Sacred

Heart School KINDERGARTEN STANDARDS

PO Box 249 Adams, MN 55909 507-582-3120

SUBJECT STRAND Literature

SUBSTRAND Key Ideas and Details

CODE 0.1.1.1 0.1.2.2

Reading and Language Arts

0.1.3.3 Craft and Structure 0.1.4.4 0.1.5.5 0.1.6.6

Integration of 0.1.7.7 Knowledge and Ideas 0.1.9.9 Range of Reading and Level of Text Complexity Key Ideas and Details 0.1.10.10

BENCHMARK With prompting and support, ask and answer questions about key details in a text. With prompting and support, retell familiar stories, including key details. With prompting and support, identify characters, settings, and major events in a story. Ask and answer questions about unknown words in a text. Recognize common types of texts (e.g., storybooks, poems) With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks. With prompting and support, ask and answer questions about key details in a text. With prompting and support, identify the main topic and retell key details of a text.

Informational Text

0.2.1.1 0.2.2.2

Craft and Structure

0.2.3.3 0.2.4.4 0.2.5.5 0.2.6.6

Integration of 0.2.7.7 Knowledge and Ideas 0.2.8.8 Range of Reading and Level of Text Complexity Print Concepts 0.2.10.10

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. With prompting and support, ask and answer questions about unknown words in a text. Identify the front cover, back cover, and title page of a book. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing or idea in the text an illustration depicts). With prompting and support, identify the reasons an author gives to support points in a text. Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper and lowercase letters of the alphabet. Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

Foundational Skills

0.3.0.1

Phonological Awareness

0.3.0.2

Phonics and Word Recognition

0.3.0.3

Writing

Fluency 0.3.0.4 Text Types and 0.6.1.1 Purposes

0.6.2.2

a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVC words ending with /l/, /r/, or /x/ e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter- sound correspondences by producing the primary or many of the most frequent sound for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read (50) common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. e. Read color words. Read emergent-reader texts with purpose and understanding. Use a combination of drawing, dictating and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is) Use a combination of drawing, dictating, and writing to

0.6.3.3

Writing 0.6.6.6 Process: Production and Distribution of Writing Research to 0.6.7.7 Build and Present Knowledge 0.6.8.8 Speaking and Listening Comprehension 0.8.1.1 and Collaboration

compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion. b. Continue a conversation through multiple exchanges. c. Listen to others and name emotions by observing facial expression and other nonverbal cues. d. Follow basic oral directions. Confirm understating of a text read aloud or information presented orally or through other media (e.g., poems, rhymes,

0.8.2.2

0.8.3.3 Presentation of 0.8.4.4 Knowledge and Ideas 0.8.5.5 0.8.6.6 Media Literacy 0.8.7.7

0.8.8.8

Language

Conventions of Standard English

0.10.1.1

songs) by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Add drawings or other visual displays to descriptions as desired to provide additional detail. Speak audibly and express thoughts, feelings, and ideas clearly, and respond to poems, rhymes, and songs. Distinguish among different types of print, digital, and multimodal media. a. Recognize common signs and logos. b. Identify commercials or advertisements. With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to share lived or imagined experiences, to present information, to entertain, or as artistic expression.) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, , for, of, by, with). f. Produce and expand complete sentences in shared language activities.

0.10.2.2

Vocabulary Acquisition and Use

0.10.4.4

0.10.5.5

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short- vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (eg., knowing duck is a bird and learning the verb to duck. b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, less) as a clue to the meaning of an unknown word. With guidance and support from adults, explore word relationships and nuances in word meanings to develop word consciousness. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing

0.10.6.6

Numbers and Operations

Understand the relationship between quantities and whole numbers

K.1.1.1

K.1.1.2

K.1.1.3

K.1.1.4 K.1.1.5 Use objects and pictures to represent situations involving combining and separating. Recognize, create, complete, and K.1.2.1 K.1.2.2

the same general action (e.g., walk, march, strut, prance) by acting out the meanings. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. (e.g.- Count students standing in a circle and count the same students after they take their seats. Recognize that this rearrangement does not change the total number, but may change the order in which students are counted.) Read, write, and represent whole numbers from 0-100. Representations may include numerals, pictures, real objects, and picture graphs, spoken words, and manipulatives such as connecting cubes. Count, with and without objects forward to 100 and backwards from 20. Skip count by 10s, 5s, and 2s, to 100. Find a number that is 1 more or 1 less than a given number. Compare and order whole numbers, with or without objects, from 0-20. (e.g. Put the number cards 7, 3, 19 and 12 in numerical order) Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. (e.g. A group of 7 objects can be decomposed as 5 and 2 objects or 2 and 3 and 2, or 6 and 1.) Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds, and movements. Patterns may be repeating, growing or shrinking such as AB, ABB, ABC,

Math
Algebra

K.2.1.1

 Geometry and Measurement

extend patterns. Recognize and sort basic two and three dimensional shapes; use them to model real world objects. Compare and order objects according to location and measurable attributes. The practice of science. The practice of engineering.

K.3.1.1 K.3.1.2 K.3.1.3

or , ,. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders, and spheres. Sort objects using characteristics such as shape, size, color, and thickness. Use basic shapes and spatial reasoning to model objects in the real-world.

K.3.2.1

K.3.2.2 0.1.1.2.1 0.1.2.1.1 0.2.1.1.1

The Nature of Science and Engineering

Physical Science Earth and Space Science

Matter

Interdependence 0.3.2.2.1 within the Earth system. 0.3.2.2.2

Use words to compare objects according to length, size, weight and position. (e.g. Use same, lighter, longer, above, between and next to. Identify objects that are near your desk and objects that are in front of it. Explain why there may be some objects in both groups.) Order 2 or 3 objects using measurable attributes, such as length and weight. Use observations to develop an accurate description of a natural phenomenon and compare ones observations and descriptions with those of others. Sort objects into two groups: those that are found in nature and those that are human made. (e.g. cars, pencils, trees, rocks.) Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system. Monitor daily and seasonal changes in weather and summarize the changes. (e.g. recording cloudiness, rain, snow and temperature) Identify the sun as a source of heat and light (e.g. Record the

Science

Life Science

Structure and 0.4.1.1.1 function in living 0.4.1.1.2 systems Interdependence 0.4.1.1.3 among living systems 0.4.2.1.1

Citizenship and Government

Civic Skills

0.1.1.1.1

Economics

Civic Values and Principles of Democracy Governmental Institutions and Political Processes Economic Reasoning Skills

0.1.2.2.1 0.1.4.8.1

time of day when the sun shines into different locations of the school and note patterns.) Observe and compare plants and animals. Identify the external parts of a variety of plants and animals including humans. (e.g. heads, legs, eyes and ears on humans and animals; flowers, stems, and roots on many plants) Differentiate between living and nonliving things. (e.g. Sort organisms and objects (or pictures of these) into groups of those that grow, reproduce, and need air, food, and water, and those that dont.) Observe a natural system or its model, and identify living and nonliving components in that system. (e.g. a wetland, prairie, garden or aquarium) Demonstrate civic skills in a classroom that reflect an understanding of civic values. (e.g. Civic skills- listening to others, participating in class discussions, taking turns, sharing with others, cooperating in class activities, wise or judicious exercise of authority. Civic values- fairness, individual dignity, self-control, justice, responsibility, courage, honesty, common good, respect, friendship.) Describe symbols, songs and traditions that identify our nation and state. (e.g. American flag, bald eagle, White House, Statue of Liberty, Pledge of Allegiance, Minnesota state flag.) Identify examples of rules in the school community and explain why they exist; describe incentives for following rules and consequences for breaking rules. Distinguish between individual needs (conditions necessary to survive) and individual wants (conditions desired to be happy). (e.g. Needs- to be fed, to be free from thirst, to be

Social Studies

0.2.1.1.1

 0.2.1.1.2

Fundamental Concepts Geography Geospatial Skills

0.2.3.5.1 0.3.1.1.1

Places and Regions

0.3.1.1.2 0.3.2.3.1

History

Historical Thinking Skills

0.4.1.1.1

sheltered. Wants- to be entertained, to be educated, to e famous, to be strong, to be helpful to others.) Identify goods and services that could satisfy a specific need or want. (e.g. The need to be free from thirst could be satisfied by water, milk, or orange juice. The desire (want) to be entertained could be satisfied by a toy, an amusement park ride or watching a movie.) Distinguish between goods (objects that can be seen or touched) and services (actions or activities). (e.g. Goods- apple, shirt, toy. Services- haircut, bus ride, bicycle repair) Describe spatial information depicted in simple drawings and pictures. (e.g. while looking at a picture, the students says, The boy is in front of the house. The house is at the edge of the woods. Other words describing spatial information in a picture include up, down, left, right, near, far, back, in front of.) Describe a map and a globe as a representation of a space. Identify the physical and human characteristics of places, including real and imagined places. (e.g. physical characteristics- landforms (Rocky Mountains, Mount Everest), ecosystems (forest), bodies of water (Hudson Bay, Indian Ocean, Amazon River), soil, vegetation, weather and climate. Human characteristics- structures (Great Wall of China, Eiffel Tower), bridges (Golden Gate Bridge), canals (Erie Canal), cities, political boundaries, population distribution, settlement patterns, language, ethnicity, nationality, religious beliefs.) Use a variety of words to reference time in the past, present and future; identify the beginning, middle and end of historical stories. (e.g. words referencing time- yesterday, today, tomorrow, now, long ago, before, after, morning, afternoon, night, days, weeks, months, years.)

Peoples, cultures, and change over time

0.4.1.2.1 0.4.2.4.1

Our Catholic Faith

Mass

K.1.1.1 K.1.1.2 K.1.1.3

Describe ways people learn about the past. (e.g. learning from elders, photos, artifacts, buildings, diaries, stories, videos) Compare and contrast traditions in a family with those of other families, including those from diverse backgrounds. (e.g. how families celebrate or commemorate personal milestones such as birthdays, family or community religious observances, the new year, national holidays such as the Fourth of July or Thanksgiving.) Make the sign of the cross correctly. Participate weekly in mass; kneeling, sitting, and standing when appropriate to do so. Genuflect while entering and exiting. Recite the Lords Prayer, Hail Mary, and Glory Be. Demonstrate knowledge of what/how creation was formed by God. Demonstrate understanding that our bodies, talents, feelings and senses are gifts from a loving God. Demonstrate knowledge that God gives us many people to love- friends, family, and community members. Demonstrate knowledge that God gives us Jesus to teach us to love God, themselves and others. Demonstrate that God loves us and that we love God and others through our words and actions. Print first name and last name. Write all upper and lower case letters in DNealian style.

Foundations of our Gods Creation Christian Beliefs Gods Loving Gifts

Religion

K.2.1.1 K.2.2.1 K.2.2.2 K.2.2.3 K.2.2.4

Hand- writing

K.3.1.1 K.3.1.2

K.4.1.1 K.4.1.2 K.4.1.3 K.4.1.4 K.4.1.5 K.4.1.6 K.4.1.7 K.4.1.8 K.4.1.9 K.4.1.10

Follows directions Completes tasks in a given time Respects others feelings and belongings Works independently Listens attentively Resolves conflict appropriately Participates in group activities Obeys school rules Works without disrupting others Seeks help when needed

Underlined text means its a different or higher-level goal than the MN or Common Core standards.

Behavior