Common Core State Standards Investigations

Common Core State Standards- 160 points possible
Grade Level:
kindergarten
Using the resources on Brightspace/D2L and the resources we have viewed during
class, investigate one grade level in the areas of English Language Arts and
Mathematics.
Part 1: What are their key learning targets?
Part 2: After you have mentioned all of the standards, please come up with 3
lesson plans that you could give in both ELA and Math.
English Language Art Standards (50 points)
Reading: Literature
Key Ideas and Details:
CCSS.ELA-Literacy.RL.K.1
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.
Craft and Structure:
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.
Integration of Knowledge and Ideas:
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).
(RL.K.8 not applicable to literature)
With prompting and support, compare and contrast the adventures and
experiences of characters in familiar stories.
Range of Reading and Level of Text Complexity:
Actively engage in group reading activities with purpose and understanding
Reading informational text
Key Ideas and Details:
CCSS.ELA-Literacy.RI.K.1
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.
With prompting and support, describe the connection between two
individuals, events, ideas, or pieces of information in a text.
Craft and Structure:
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.
Integration of Knowledge and Ideas:
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.
With prompting and support, identify basic similarities in and differences
between two texts on the same topic (e.g., in illustrations, descriptions, or
procedures).
Range of Reading and Level of Text Complexity:
Actively engage in group reading activities with purpose and understanding
Reading: foundational skills
Print Concepts:
CCSS.ELA-Literacy.RF.K.1
Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-Literacy.RF.K.1.a
Follow words from left to right, top to bottom, and page by page.
CCSS.ELA-Literacy.RF.K.1.b
Recognize that spoken words are represented in written language by
specific sequences of letters.
CCSS.ELA-Literacy.RF.K.1.c
Understand that words are separated by spaces in print.
CCSS.ELA-Literacy.RF.K.1.d
Recognize and name all upper- and lowercase letters of the alphabet.
Phonological Awareness:
Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
Recognize and produce rhyming words.
Count, pronounce, blend, and segment syllables in spoken words.
Blend and segment onsets and rimes of single-syllable spoken words.
Isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC)
words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
CCSS.ELA-Literacy.RF.K.2.e
Add or substitute individual sounds (phonemes) in simple, one-syllable
words to make new words.
Phonics and Word Recognition:
Know and apply grade-level phonics and word analysis skills in decoding
words.
Demonstrate basic knowledge of one-to-one letter-sound correspondences
by producing the primary sound or many of the most frequent sounds for
each consonant.
Associate the long and short sounds with the common spellings
(graphemes) for the five major vowels.
Read common high-frequency words by sight (e.g., the, of, to, you, she, my,
is, are, do, does).
Distinguish between similarly spelled words by identifying the sounds of the
letters that differ.
Fluency:
Read emergent-reader texts with purpose and understanding.
1 Words, syllables, or phonemes written in /slashes/refer to their

pronunciations or phonology. Thus,/CVC/ is a word with three phonemes
regardless of the number of letters in the spelling of the word.
Writing
Text Types and Purposes:

CCSS.ELA-Literacy.W.K.1
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 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.
Production and Distribution of Writing:
(W.K.4 begins in grade 3)
With guidance and support from adults, respond to questions and
suggestions from peers and add details to strengthen writing as needed.
With guidance and support from adults, explore a variety of digital tools to
produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge:
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.
Range of Writing:
1 These broad types of writing include many subgenres. See Appendix A for
definitions of key writing types.
Speaking and listening
Comprehension and Collaboration:
CCSS.ELA-Literacy.SL.K.1
Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger
groups.
CCSS.ELA-Literacy.SL.K.1.a
Follow agreed-upon rules for discussions (e.g., listening to others and
taking turns speaking about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.K.1.b
Continue a conversation through multiple exchanges.
Confirm understanding of a text read aloud or information presented orally
or through other media 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.
Presentation of Knowledge and Ideas:
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.
Language
Conventions of Standard English:

CCSS.ELA-Literacy.L.K.1
Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
CCSS.ELA-Literacy.L.K.1.a
Print many upper- and lowercase letters.
CCSS.ELA-Literacy.L.K.1.b
Use frequently occurring nouns and verbs.
CCSS.ELA-Literacy.L.K.1.c
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish,
wishes).
CCSS.ELA-Literacy.L.K.1.d
Understand and use question words (interrogatives) (e.g., who, what,
where, when, why, how).
CCSS.ELA-Literacy.L.K.1.e
Use the most frequently occurring prepositions (e.g., to, from, in, out, on,
off, for, of, by, with).
CCSS.ELA-Literacy.L.K.1.f
Produce and expand complete sentences in shared language activities.
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Capitalize the first word in a sentence and the pronoun I
Recognize and name end punctuation.
Write a letter or letters for most consonant and short-vowel sounds
(phonemes).
Spell simple words phonetically, drawing on knowledge of sound-letter
relationships.
Knowledge of Language:
(L.K.3 begins in grade 2)
Vocabulary Acquisition and Use:
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on kindergarten reading and content.
Identify new meanings for familiar words and apply them accurately (e.g.,
knowing duck is a bird and learning the verb to duck).
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.
Sort common objects into categories (e.g., shapes, foods) to gain a sense of
the concepts the categories represent.
Demonstrate understanding of frequently occurring verbs and adjectives by
relating them to their opposites (antonyms).
Identify real-life connections between words and their use (e.g., note places
at school that are colorful).
Distinguish shades of meaning among verbs describing 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.
English Language Art Lesson Plans (30 points)

Lesson 1
Learning Target: (state learning goal from CCSS) 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).
o Lesson Plan: I will take a group of kids individually at one time while
the others are in stations around the room and during this time I will
read them a short story. After the story is done I will take one child at
a time from that small group and ask them about the story and how
the pictures connect with story.
o Assessment Method: I will see how well they can have a conversation
with me about the book we just read and if they can find that
connection between the illustrations and the story.
Lesson 2
o Learning Target: (state learning goal from CCSS) with prompting and
support, describe the connection between two individuals, events,
ideas, or pieces of information in a text.
o Lesson Plan: I will read a story in class and have the kids get on
computers to have a multiple choice quiz talk to them and ask them
questions about the story they just read
o Assessment Method: the computer will send me the results and I will
help the students that need extra help.
Lesson 3
o Learning Target: (state learning goal from CCSS) recognize and
produce rhyming words
o Lesson Plan: we will go on YouTube and fine a fun rhyming song that
will get the kids in a mood to learn about rhyming words. Then as a
group activity they will sort the pile of cut out words and into groups
of words that rhyme with each other. I will see how well they know
there words and if they can work together effectively
o Assessment Method: this will help me see if they can identify there
rhyming words and work together with a group of people and figure
it out
o
Mathematic Standards (50 points)

Counting and Cardinality
Know number names and the count sequence.
Count to tell the number of objects.
Compare numbers.
Operations and Algebraic Thinking

Understand addition as putting together and adding to, and understand
subtraction as taking apart and taking from.
Number and Operations in Base Ten

Work with numbers 11-19 to gain foundations for place value.
Measurement and Data

Describe and compare measurable attributes.
Classify objects and count the number of objects in each category
Geometry
Identify and describe shapes.
Analyze, compare, create, and compose shapes.
Mathematical Practices
1)Make sense of problems and persevere in solving them.
2)Reason abstractly and quantitatively.
3)Construct viable arguments and critique the reasoning of others.
4)Model with mathematics.
5)Use appropriate tools strategically.
6)Attend to precision.
7)Look for and make use of structure.
8)Look for and express regularity in repeated reasoning.
Mathematic Lesson Plans (30 points)
Lesson 1
o Learning Target: (state learning goal from CCSS) knowing number
names and count sequence
o Lesson Plan: worksheet that involves numbers in a row on top of the
page and the word versions of those numbers at the bottom. They
have to draw a line from the correct number to the correct number
name. Afterward they will turn it in to me. Then on the back there
will be a number sequence you have to finish that starts at 11 and
goes to 19.
o Assessment Method: I will assess how well they know this
information by grading the worksheet and returning it with fixed
errors.
Lesson 2
o Learning Target: (state learning goal from CCSS) classify objects and
count how many are in each category
o Lesson Plan: each student would be handed a chart with different
columns and they have to sort the different types of seasonal clip art
cut out objects into their categories. They will use glue to keep them
on the paper. After that they have to count how many objects are in
each category and write the number underneath the column
o Assessment Method: after the activity they will turn in the sheet and
I will grade them
Lesson 3
o Learning Target: (state learning goal from CCSS) identify and
describe shapes
o Lesson Plan: have rotating stations of different shapes at different
tables. Id split them into groups evenly. The shapes that will be at
each station are the triangle, rectangle, square, and circle. At each
station they have to describe the shape they see.

Assessment Method: see how many attributes they can describe and
identify in each station

Common Core State Standards Investigations

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Common Core State Standards Investigations

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Common Core State Standards- 160 points possible

Craft and Structure:

Integration of Knowledge and Ideas:

1 Words, syllables, or phonemes written in /slashes/refer to their

Text Types and Purposes:

Conventions of Standard English:

English Language Art Lesson Plans (30 points)

Mathematic Standards (50 points)

Operations and Algebraic Thinking

Number and Operations in Base Ten

Measurement and Data

station they have to describe the shape they see.

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