louisiana department of education grade-level expectations grades...

Louisiana Department of Education

Grade-Level Expectations Grades K–1

Correlated to

BRIGANCE® Early Childhood Screen II K & 1

December 2010

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Louisiana Department of Education Grade-Level Expectations Grades K–1 Correlated to BRIGANCE® Early Childhood Screen II K & 1

December 2010

1

English Language Arts, Kindergarten Early Childhood Screen II K & 1 Assessments

Reading and Responding

Standard 1: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.

2. Demonstrate understanding of alphabetic principle by doing the following: distinguishing and naming all uppercase and lowercase letters identifying own first and last name (ELA-1-E1)

11A Reads Uppercase Letters Alternate – Reads Lowercase Letters Rating Form – Kindergarten Child

4. Recognize and understand words found in environmental print (ELA-1-E1) Readiness for Reading Scale

5. Read books with predictable, repetitive text and simple illustrations (ELA-1-E1) 12A Syntax and Fluency Readiness for Reading Scale

8. Identify basic story elements, including simple plot sequences, setting, and simple character descriptions, in a favorite story using pictures and/or oral responses (ELA-1-E4)

Readiness for Reading Scale

9. Orally retell ideas and important facts in grade-appropriate texts read aloud by the teacher or read by the individual student (ELA-1-E5)


Standard 6: Students read, analyze, and respond to literature as a record of life experiences.

13. Identify whether the type of text read aloud is a true story, a fictional story, a song, or a poem (ELA-6-E2)


Standard 7: Students apply reasoning and problem solving skills to their reading, writing, speaking, listening, viewing, and visually representing.

14. Demonstrate understanding of information in texts read aloud using a variety of strategies, including: using at least five pictures to sequence the events of a story drawing conclusions from text using pictures to resolve questions (ELA-7-E1)


Writing/Proofreading

Standard 3: Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting.

29. Print all uppercase and lowercase letters (ELA-3-E1) 1S Prints Uppercase Letters Dictated 2S Prints Lowercase Letters Dictated Rating Form – Kindergarten Child

31. Identify and use uppercase letters in own name (ELA-3-E2) 11A Reads Uppercase Letters Rating Form – Kindergarten Child

Speaking and Listening

Standard 4: Students demonstrate competence in speaking and listening as tools for learning and communicating.

37. Describe people, places, things (e.g., size, color, shape), locations, and actions from a story read aloud (ELA-4-E3)

3S Verbal Concepts



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English Language Arts, First Grade Early Childhood Screen II K & 1 Assessments

Reading and Responding

Standard 1: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.

1. Demonstrate understanding of phonemic awareness by: creating and stating a series of rhyming words, including consonant blends distinguishing which words have the same target sounds (i.e., beginning, medial, and final) in a given set of spoken words adding, deleting, or substituting sounds (phonemes) to create new words (ELA-1-E1)

5B Auditory Discrimination 6B Phonemic Awareness and Decoding 4S Substitutes Initial Consonant Sounds Rating Form – First-Grade Child

2. Demonstrate understanding of phonics by: reading high-frequency, grade-appropriate non-phonetic words with automaticity) (ELA-1-E1)

8B Word Recognition Rating Form – First-Grade Child Readiness for Reading Scale

14. Retell a story’s beginning, middle, and end (ELA-1-E5) Readiness for Reading Scale

15. Retell important facts from informational text (ELA-1-E5) Readiness for Reading Scale

Standard 7: Students apply reasoning and problem solving skills to their reading, writing, speaking, listening, viewing, and visually representing.

22. Demonstrate understanding of information in texts using a variety of strategies, including: identifying the main idea and some details in a text making simple inferences about characters and events resolving questions about meaning by using prior knowledge, basic reasoning skills, context clues, and pictures during read-alouds (ELA-7-E1)


25. Apply basic reasoning skills, including: telling differences between reality and fantasy in texts (ELA-7-E4)


Writing

29. Independently write a variety of grade-appropriate compositions, including: simple informational descriptions (ELA-2-E4)

10B Prints Personal Data Rating Form – First-Grade Child

Speaking and Listening

Standard 4: Students demonstrate competence in speaking and listening as tools for learning and communicating.

45. Speak clearly at a speed and volume appropriate for purpose and setting (ELA-4-E1)

Rating Form – First-Grade Child

49. Retell stories with the following included: sequential order using vocabulary from the story descriptive words to answer questions about characters, settings, and events of a story (ELA-4-E3)




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English Language Arts, First Grade Early Childhood Screen II K & 1 Assessments

53. Use active listening strategies (e.g., making eye contact, asking questions, restating acquired information and procedures) to acquire information and understand procedures (ELA-4-E5)

5B Auditory Discrimination 7B Listening Vocabulary Comprehension 8B Word Recognition Rating Form – First-Grade Child

Mathematics, Kindergarten Early Childhood Screen II K & 1 Assessments

Number and Number Relations: In problem-solving investigations, students demonstrate an understanding to the real number system and communicate the relationships within the system using a variety of techniques and tools.

1. Count by ones to 20 (N-1-E) (N-3-E) 8A Rote Counting Rating Form – Kindergarten Child

2. Count a set of 20 or fewer objects by establishing a 1-to-1 correspondence between number names and objects (N-1-E) (N-3-E) (A-1-E)

9A Numerical Comprehension 10A Number Readiness Rating Form – Kindergarten Child

7. Count forward and backward from a given number between 1 and 10 (N-3-E) 8A Rote Counting Rating Form – Kindergarten Child

8. Compare sets containing 20 or fewer objects using the words same/different and more/less/greater/fewer (N-3-E) (N-1-E)

3S Verbal Concepts

9. Use concrete objects to model simple real-life addition and subtraction problems (N-4-E)

10A Number Readiness Rating Form – Kindergarten Child

Measurement: In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement.

15. Use comparative and superlative vocabulary in measurement settings (e.g., longest, shortest, most, hottest, heaviest, biggest) (M-3-E) (M-1-E) (M-2-E)

3S Verbal Concepts

Geometry: In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving one-, two-, and three-dimensional geometry, and justify their findings.

17. Compare, contrast, and sort objects or shapes according to two attributes (e.g., shape and size, shape and color, thickness and color) (G-2-E)

3S Verbal Concepts

18. Use words that indicate direction and position of objects and arrange an object in a specified position and orientation (e.g., between, behind, above) (G-3-E)

3S Verbal Concepts

20. Draw circles, squares, rectangles, and triangles (G-4-E) 5A Visual Motor Skills Rating Form – Kindergarten Child

Mathematics, First Grade Early Childhood Screen II K & 1 Assessments

Number and Number Relations: In problem-solving investigations, students demonstrate an understanding to the real number system



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Mathematics, First Grade Early Childhood Screen II K & 1 Assessments

and communicate the relationships within the system using a variety of techniques and tools.

1. Count to 100 by 1s, 5s, 10s, and 25s (N-1-E) (N-3-E) (N-4-E) 12B Numerals in Sequence Rating Form – First-Grade Child

2. Read and write numerals to 100 (N-1-E) Rating Form – First-Grade Child

11. From a given number between 1 and 100, count forward and backward (N-3-E)

12B Numerals in Sequence Rating Form – First-Grade Child

12. Know the basic facts for addition and 1, then 10s±subtraction [0s, 1s, counting on and back 2s, doubles, doubles facts, and related turn-around (commutative) pairs] and use them to solve real-life problems (N-4-E) (N-6-E) (N-8-E)

11B Computation Rating Form – First-Grade Child

Geometry: In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving one-, two-, and three-dimensional geometry, and justify their findings.

26. Compare, contrast, name, and describe attributes (e.g., corner, side, straight, curved, number of sides) of shapes using concrete models [circle, rectangle (including square), rhombus, triangle] (G-1-E) (G-2-E) (G-4-E)

3S Verbal Concepts

Physical Education, Kindergarten Early Childhood Screen II K & 1 Assessments

Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms.

Benchmark 1-P-1: Performs locomotor and non-locomotors skills at a basic level, progressing to simple sequences utilizing shapes, levels, directions, pathways, and ranges.

1-P-1.1 Demonstrate an awareness of personal and general space while moving in different directions.

3A Gross-Motor Skills Rating Form – Kindergarten Child

1-P-1.2 Demonstrate correct form for the locomotor skills of walk, run, jump, hop, and gallop.


1-P-1.3 Demonstrate selected elements of space awareness movement concepts for levels and directions, such as low, medium, high, up/down, forward/backward, right/left, clockwise/counter-clockwise.

3S Verbal Concepts

Benchmark 1-P-2: Demonstrates ways to manage body weight in a variety of situations alone or within a group

1-P-2.1 Maintain balance on preferred and non-preferred leg in a variety of positions and levels for a minimum of five seconds.


1-P-2.2 Walk forward and sideways (feet should not cross) on a two inch line for a distance of ten feet.


Standard 2: Applies movement concepts and principles to the learning and development of motor skills.

Benchmark 2-P-1: Integrates other content areas through movement.

2-P-1.1 Identify parts of the body (e.g. head, knee, shoulder, back, elbow, hips, 2A Identifies Body Parts



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Physical Education, Kindergarten Early Childhood Screen II K & 1 Assessments

and ankle) 6A Draws a Person Rating Form – Kindergarten Child

Benchmark 2-P-2: Demonstrates and uses a variety of relationships with objects.

2-P-2.1 Understand and respond appropriately to the terms of over, under, behind, next to, through, right, left, up, down, forward, backward, and in front of using the body and other objects.

3S Verbal Concepts

Benchmark 2-P-3: Identifies fundamental movement patterns.

2-P-3.1 Recognize the locomotor skills of walk, run, jump, hop, gallop, levels and pathways when demonstrated.


Standard 5: Demonstrates responsible personal and social behavior in physical activity settings.

Benchmark 5-P-1: Demonstrates established protocols with little reinforcement (e.g., playground, classroom, and gymnasium).

5-P-2.1 Demonstrate self-discipline and responsibility while actively participating in group, individual and partner activities.

Rating Form – Kindergarten Child Social-Emotional Scale

5-P-3.1 Cooperate with another student or small group in sharing equipment and space to complete a task.


5-P-4.1 Demonstrate the characteristics of sharing and positive interaction during physical activity.


5-P-4.2 Resolve conflicts with others in socially acceptable ways. Social-Emotional Scale

7-P-3.1 Willingly choose new activities in which to participate when given several options.

Rating Form – Kindergarten Child

Science, Kindergarten Early Childhood Screen II K & 1 Assessments

Position and Motion of Objects

16. Follow directions using vocabulary such as front/back, above/below, right/left, and next to (PS-E-B1)

3S Verbal Concepts


BRIGANCE® Early Childhood Screen II K & 1

Correlated to

Louisiana Department of Education

Grade-Level Expectations Grades K–1

December 2010


BRIGANCE® Early Childhood Screen II K & 1 Correlated to Louisiana Department of Education Grade-Level Expectations Grades K–1

December 2010

7

Early Childhood Screen II K & 1 Assessments Grade-Level Expectations

Basic Assessments – Kindergarten

2A Identifies Body Parts Physical Education Standard 2: Applies movement concepts and principles to the learning and development of motor skills. Benchmark 2-P-1: Integrates other content areas through movement. 2-P-1.1 Identify parts of the body (e.g. head, knee, shoulder, back, elbow, hips, and ankle)

3A Gross-Motor Skills Physical Education Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms. Benchmark 1-P-1: Performs locomotor and non-locomotors skills at a basic level, progressing to simple sequences utilizing shapes, levels, directions, pathways, and ranges. 1-P-1.1 Demonstrate an awareness of personal and general space while moving in different directions. 1-P-1.2 Demonstrate correct form for the locomotor skills of walk, run, jump, hop, and gallop. Benchmark 1-P-2: Demonstrates ways to manage body weight in a variety of situations alone or within a group 1-P-2.1 Maintain balance on preferred and non-preferred leg in a variety of positions and levels for a minimum of five seconds. 1-P-2.2 Walk forward and sideways (feet should not cross) on a two inch line for a distance of ten feet. Standard 2: Applies movement concepts and principles to the learning and development of motor skills. Benchmark 2-P-3: Identifies fundamental movement patterns. 2-P-3.1 Recognize the locomotor skills of walk, run, jump, hop, gallop, levels and pathways when demonstrated.

5A Visual Motor Skills Mathematics Geometry: In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving one-, two-, and three-dimensional geometry, and justify their findings. 20. Draw circles, squares, rectangles, and triangles (G-4-E)

6A Draws a Person (Body Image) Physical Education Standard 2: Applies movement concepts and principles to the learning and development of motor skills. Benchmark 2-P-1: Integrates other content areas through movement.



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2-P-1.1 Identify parts of the body (e.g. head, knee, shoulder, back, elbow, hips, and ankle)

8A Rote Counting Mathematics Number and Number Relations: In problem-solving investigations, students demonstrate an understanding to the real number system and communicate the relationships within the system using a variety of techniques and tools. 1. Count by ones to 20 (N-1-E) (N-3-E) 7. Count forward and backward from a given number between 1 and 10 (N-3-E)

9A Numerical Comprehension Mathematics Number and Number Relations: In problem-solving investigations, students demonstrate an understanding to the real number system and communicate the relationships within the system using a variety of techniques and tools. 2. Count a set of 20 or fewer objects by establishing a 1-to-1 correspondence between number names and objects (N-1-E) (N-3-E) (A-1-E)

10A Number Readiness Mathematics Number and Number Relations: In problem-solving investigations, students demonstrate an understanding to the real number system and communicate the relationships within the system using a variety of techniques and tools. 2. Count a set of 20 or fewer objects by establishing a 1-to-1 correspondence between number names and objects (N-1-E) (N-3-E) (A-1-E) 9. Use concrete objects to model simple real-life addition and subtraction problems (N-4-E)

11A Reads Uppercase Letters Alternate – Reads Lowercase Letters

English Language Arts Reading and Responding Standard 1: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. 2. Demonstrate understanding of alphabetic principle by doing the following: distinguishing and naming all uppercase and lowercase letters identifying own first and last name (ELA-1-E1) Writing/Proofreading Standard 3: Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting. 31. Identify and use uppercase letters in own name (ELA-3-E2)

12A Syntax and Fluency English Language Arts Reading and Responding Standard 1: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. 5. Read books with predictable, repetitive text and simple illustrations (ELA-1-E1)



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Basic Assessments – First Grade

5B Auditory Discrimination English Language Arts Reading and Responding Standard 1: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. 1. Demonstrate understanding of phonemic awareness by: distinguishing which words have the same target sounds (i.e., beginning, medial, and final) in a given set of spoken words (ELA-1-E1) Speaking and Listening Standard 4: Students demonstrate competence in speaking and listening as tools for learning and communicating. 53. Use active listening strategies (e.g., making eye contact, asking questions, restating acquired information and procedures) to acquire information and understand procedures (ELA-4-E5)

6B Phonemic Awareness and Decoding English Language Arts Reading and Responding Standard 1: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. 1. Demonstrate understanding of phonemic awareness by: distinguishing which words have the same target sounds (i.e., beginning, medial, and final) in a given set of spoken words (ELA-1-E1) Speaking and Listening Standard 4: Students demonstrate competence in speaking and listening as tools for learning and communicating. 53. Use active listening strategies (e.g., making eye contact, asking questions, restating acquired information and procedures) to acquire information and understand procedures (ELA-4-E5)

7B Listening Vocabulary Comprehension English Language Arts Speaking and Listening Standard 4: Students demonstrate competence in speaking and listening as tools for learning and communicating. 53. Use active listening strategies (e.g., making eye contact, asking questions, restating acquired information and procedures) to acquire information and understand procedures (ELA-4-E5)

8B Word Recognition English Language Arts Reading and Responding



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Standard 1: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. 2. Demonstrate understanding of phonics by: reading high-frequency, grade-appropriate non-phonetic words with automaticity) (ELA-1-E1) Speaking and Listening Standard 4: Students demonstrate competence in speaking and listening as tools for learning and communicating. 53. Use active listening strategies (e.g., making eye contact, asking questions, restating acquired information and procedures) to acquire information and understand procedures (ELA-4-E5)

10B Prints Personal Data English Language Arts Writing Standard 2: Students write competently for a variety of purposes and audiences. 29. Independently write a variety of grade-appropriate compositions, including: simple informational descriptions (ELA-2-E4)

11B Computation Mathematics Number and Number Relations: In problem-solving investigations, students demonstrate an understanding to the real number system and communicate the relationships within the system using a variety of techniques and tools. 12. Know the basic facts for addition and subtraction [0s, 1s, counting on and back 2s, 1, then 10s facts, and related turn-around (commutative)±doubles, doubles pairs] and use them to solve real-life problems (N-4-E) (N-6-E) (N-8-E)

12B Numerals in Sequence Mathematics Number and Number Relations: In problem-solving investigations, students demonstrate an understanding to the real number system and communicate the relationships within the system using a variety of techniques and tools. 1. Count to 100 by 1s, 5s, 10s, and 25s (N-1-E) (N-3-E) (N-4-E) 11. From a given number between 1 and 100, count forward and backward (N-3-E)

Supplemental Assessments

1S Prints Uppercase Letters Dictated Kindergarten English Language Arts Writing/Proofreading Standard 3: Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting. 29. Print all uppercase and lowercase letters (ELA-3-E1)

2S Prints Lowercase Letters Dictated Kindergarten



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English Language Arts Writing/Proofreading Standard 3: Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting. 29. Print all uppercase and lowercase letters (ELA-3-E1)

3S Verbal Concepts 3S Verbal Concepts

Kindergarten English Language Arts Speaking and Listening Standard 4: Students demonstrate competence in speaking and listening as tools for learning and communicating. 37. Describe people, places, things (e.g., size, color, shape), locations, and actions from a story read aloud (ELA-4-E3)

Mathematics Number and Number Relations: In problem-solving investigations, students demonstrate an understanding to the real number system and communicate the relationships within the system using a variety of techniques and tools. 8. Compare sets containing 20 or fewer objects using the words same/different and more/less/greater/fewer (N-3-E) (N-1-E) Measurement: In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement. 15. Use comparative and superlative vocabulary in measurement settings (e.g., longest,

shortest, most, hottest, heaviest, biggest) (M-3-E) (M-1-E) (M-2-E) Geometry: In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving one-, two-, and three-dimensional geometry, and justify their findings. 17. Compare, contrast, and sort objects or shapes according to two attributes (e.g., shape and size, shape and color, thickness and color) (G-2-E) 18. Use words that indicate direction and position of objects and arrange an object in a specified position and orientation (e.g., between, behind, above) (G-3-E) Physical Education Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms. Benchmark 1-P-2: Demonstrates ways to manage body weight in a variety of situations alone or within a group



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3S Verbal Concepts

1-P-1.3 Demonstrate selected elements of space awareness movement concepts for levels and directions, such as low, medium, high, up/down, forward/backward, right/left, clockwise/counter-clockwise. Standard 2: Applies movement concepts and principles to the learning and development of motor skills. Benchmark 2-P-2: Demonstrates and uses a variety of relationships with objects. 2-P-2.1 Understand and respond appropriately to the terms of over, under, behind, next to, through, right, left, up, down, forward, backward, and in front of using the body and other objects. Science Position and Motion of Objects 16. Follow directions using vocabulary such as front/back, above/below, right/left, and next to (PS-E-B1)

First Grade Geometry: In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving one-, two-, and three-dimensional geometry, and justify their findings. 26. Compare, contrast, name, and describe attributes (e.g., corner, side, straight, curved, number of sides) of shapes using concrete models [circle, rectangle (including square), rhombus, triangle] (G-1-E) (G-2-E) (G-4-E)

4S Substitutes Initial Consonant Sounds First Grade English Language Arts Reading and Responding Standard 1: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. 1. Demonstrate understanding of phonemic awareness by: creating and stating a series of rhyming words, including consonant blends adding, deleting, or substituting sounds (phonemes) to create new words (ELA-1-E1)

Screening Observations


English Language Arts Reading and Responding Standard 1: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. 2. Demonstrate understanding of alphabetic principle by doing the following: distinguishing and naming all uppercase and lowercase letters



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identifying own first and last name (ELA-1-E1) Writing/Proofreading Standard 3: Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting. 29. Print all uppercase and lowercase letters (ELA-3-E1) Mathematics Number and Number Relations: In problem-solving investigations, students demonstrate an understanding to the real number system and communicate the relationships within the system using a variety of techniques and tools. 1. Count by ones to 20 (N-1-E) (N-3-E) 2. Count a set of 20 or fewer objects by establishing a 1-to-1 correspondence between number names and objects (N-1-E) (N-3-E) (A-1-E) 7. Count forward and backward from a given number between 1 and 10 (N-3-E) 9. Use concrete objects to model simple real-life addition and subtraction problems (N-4-E) Geometry: In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving one-, two-, and three-dimensional geometry, and justify their findings. 20. Draw circles, squares, rectangles, and triangles (G-4-E) Physical Education Standard 1: Demonstrates competency in many movement forms and proficiency in a few movement forms. Benchmark 1-P-1: Performs locomotor and non-locomotors skills at a basic level, progressing to simple sequences utilizing shapes, levels, directions, pathways, and ranges. 1-P-1.1 Demonstrate an awareness of personal and general space while moving in different directions. Benchmark 1-P-2: Demonstrates ways to manage body weight in a variety of situations alone or within a group 1-P-1.2 Demonstrate correct form for the locomotor skills of walk, run, jump, hop, and gallop. Standard 2: Applies movement concepts and principles to the learning and development of motor skills. Benchmark 2-P-1: Integrates other content areas through movement. 2-P-1.1 Identify parts of the body (e.g. head, knee, shoulder, back, elbow, hips, and ankle) Standard 5: Demonstrates responsible personal and social behavior in physical activity settings.



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Benchmark 5-P-1: Demonstrates established protocols with little reinforcement (e.g., playground, classroom, and gymnasium). 5-P-2.1 Demonstrate self-discipline and responsibility while actively participating in group, individual and partner activities. 5-P-3.1 Cooperate with another student or small group in sharing equipment and space to complete a task. 5-P-4.1 Demonstrate the characteristics of sharing and positive interaction during physical activity. 7-P-3.1 Willingly choose new activities in which to participate when given several options.

Rating Form – First-Grade Child English Language Arts Reading and Responding Standard 1: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. 1. Demonstrate understanding of phonemic awareness by: distinguishing which words have the same target sounds (i.e., beginning, medial, and final) in a given set of spoken words (ELA-1-E1) Writing Standard 2 29. Independently write a variety of grade-appropriate compositions, including: simple informational descriptions (ELA-2-E4) Speaking and Listening Standard 4: Students demonstrate competence in speaking and listening as tools for learning and communicating. 45. Speak clearly at a speed and volume appropriate for purpose and setting (ELA-4-E1) Mathematics Number and Number Relations: In problem-solving investigations, students demonstrate an understanding to the real number system and communicate the relationships within the system using a variety of techniques and tools. 1. Count to 100 by 1s, 5s, 10s, and 25s (N-1-E) (N-3-E) (N-4-E) 2. Read and write numerals to 100 (N-1-E) 11. From a given number between 1 and 100, count forward and backward (N-3-E) 12. Know the basic facts for addition and subtraction [0s, 1s, counting on and back 2s, 1, then 10s facts, and related turn-around (commutative)±doubles, doubles pairs] and use them to solve real-life problems (N-4-E) (N-6-E) (N-8-E)

Self-help and Social-Emotional Scales



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Self-help and Social-Emotional Scales Self-help and Social-Emotional Scales

Kindergarten Physical Education Standard 5: Demonstrates responsible personal and social behavior in physical activity settings. Benchmark 5-P-1: Demonstrates established protocols with little reinforcement (e.g., playground, classroom, and gymnasium). 5-P-2.1 Demonstrate self-discipline and responsibility while actively participating in group, individual and partner activities. 5-P-3.1 Cooperate with another student or small group in sharing equipment and space to complete a task. 5-P-4.1 Demonstrate the characteristics of sharing and positive interaction during physical activity. 5-P-4.2 Resolve conflicts with others in socially acceptable ways.



Kindergarten English Language Arts Reading and Responding Standard 1: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. 4. Recognize and understand words found in environmental print (ELA-1-E1) 5. Read books with predictable, repetitive text and simple illustrations (ELA-1-E1) 8. Identify basic story elements, including simple plot sequences, setting, and simple character descriptions, in a favorite story using pictures and/or oral responses (ELA-1-E4) 9. Orally retell ideas and important facts in grade-appropriate texts read aloud by the teacher or read by the individual student (ELA-1-E5) Standard 6: Students read, analyze, and respond to literature as a record of life experiences. 13. Identify whether the type of text read aloud is a true story, a fictional story, a song, or a poem (ELA-6-E2) Standard 7: Students apply reasoning and problem solving skills to their reading, writing, speaking, listening, viewing, and visually representing. 14. Demonstrate understanding of information in texts read aloud using a variety of strategies, including: using at least five pictures to sequence the events of a story drawing conclusions from text using pictures to resolve questions (ELA-7-E1)



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First Grade

Reading and Responding Standard 1: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. 2. Demonstrate understanding of phonics by: reading high-frequency, grade-appropriate non-phonetic words with automaticity) (ELA-1-E1) 14. Retell a story’s beginning, middle, and end (ELA-1-E5) 15. Retell important facts from informational text (ELA-1-E5) Standard 7: Students apply reasoning and problem solving skills to their reading, writing, speaking, listening, viewing, and visually representing. 22. Demonstrate understanding of information in texts using a variety of strategies, including: identifying the main idea and some details in a text making simple inferences about characters and events resolving questions about meaning by using prior knowledge, basic reasoning skills, context clues, and pictures during read-alouds (ELA-7-E1) 25. Apply basic reasoning skills, including: telling differences between reality and fantasy in texts (ELA-7-E4) Speaking and Listening Standard 4: Students demonstrate competence in speaking and listening as tools for learning and communicating. 49. Retell stories with the following included: sequential order using vocabulary from the story descriptive words to answer questions about characters, settings, and events of a story (ELA-4-E3


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