Task Analysis
Subject: Kindergarten Math
Goal 1: The learner will recognize, model, and write whole numbers through
30.
Time Objective Task Analysis Vocabulary
Essential
Questions
Assessment Resources
1.01
Develop number
sense for whole
numbers through
30.
1st –
4th
Qtr
1.01a Connect
model, number
word (orally),
and number
using a variety
of
representations
The learner will… -verbalize the counting sequence -connect objects to numerals given in verbal and written form -connect numerals and number words given in verbal and written form to the quantities they represent Connect model, number word (orally), and number using a variety of representations.
count number groups sets numerals
How do you count to 30? How do you represent the number ___?
Student will count objects and write the number that tells how many. Student will rote count from 0-30.
www.kidzone.ws/math/kindergarten.htm www.abc.net.au/countusin/ www.sesamestreet.org
1st –
4th
Qtr
1.01b Count
objects in a set
The learner will… - verbalize the counting sequence -demonstrate one-to-one correspondence -demonstrate understanding that placement of objects does not change the total amount Count objects in a set.
numbers 0-30
How many objects are in a set?
Put a number of counters from 0-30 in front of the student. Ask the student to count the objects and tell how many. Student will rote count from 0-30.
www.kidsrcrafty.com/numbersandmath.htm www.internet4classrooms.com
1st –
4th
Qtr
1.01c Read and
write numerals
The learner will… -recognize numbers 0-30 -write numbers 0-30 -Read and write numerals.
numbers 0-30
How do you write number ___?
Teacher will call out numbers 0-30 and student will write the number. Teacher will hold up flash card with numerals written on them, student will call out number.
www.sesamestreet.org/home www.kidzone.ws/math/kindergarten.htm www.internet4classrooms.com
4th
Qtr
1.01d Compare
and order sets
and numbers
The learner will… -sequence numbers and sets of numbers -identify and create sets that are more or less (comparing) of given number -define terms “more”, “less”,
sets more less equal same order
Which set has more/less/is equal?
Given sets of 2,4,7,9,10 objects, the student must create sets that are more/less/equal.
www.sesamestreet.org/home www.kidzone.ws/math/kindergarten.htm www.internet4classrooms.com
“equal” -compare/describe sets of objects using the terms more, less, equal Compare and order sets and numbers.
3rd –
4th
Qtr
1.01e Use
ordinals (1st-
10th)
The learner will… -1st-5th (3rd quarter) 6th-10th (4th quarter) -Associate number with ordinal position -identify ordinal positions Use ordinals (1st-10th)
ordinals 1st-10th
Which object is ___ in line?
Student will identify all 10 ordinal numbers and place objects in correct ordinal position.
www.kindergarten-lessons.com/ten_little_drubber_ducks.html www.learnnc.org/lp/pages/3375
4th
Qtr
1.01f Estimate
quantities
fewer than or
equal to 10
The learner will… -Explain that an estimate is a good guess -Differentiate between estimate and count -Compare estimate to actual quantity -Estimate if one set is more or less than another -Show one object as a reference to base their
estimate count more less guess reasonable
Can you estimate how many objects are in the bag?
Teacher will show student a bag of objects equal to or fewer than 10, student will estimate how many objects are in bag.
www.kidzone.com.ws/math/kindergarten.html www.learnnc.org www.internet4classrooms.com
estimate -Determine if estimation is reasonable Estimate quantities fewer than or equal to 10.
2nd
Qtr
1.01g
Recognize
equivalence in
sets and
numbers 1-10
The learner will… -Compare numbers to sets to see if they are equivalent. -Compare sets to sets to see if they are equivalent -Recognize equivalence in sets and numbers 1-10.
equivalence sets compare more less equal
Are the sets more/less/equal?
The student will look at two sets of manipulatives and respond yes or no when asked if they are equal.
www.kidzone.com.ws/math/kindergarten.html www.learnnc.org www.sesamestreet.org
2nd
Qtr
1.02 Share
equally (divide)
between two
people; explain
-The learner will… -Explain equal and fair share -Divide one object in half. -Divide a set of objects in half. -Verbalize an understanding of equal as being the same size or number - Share equally (divide) between two people; explain.
share equal divide
How would you divide this group equally?
Students are given counters and asked to share (divide) equally between two people.
www.smartkiddies.com.au/maths/activities-sharing-equally-maths-worksheet
4th
Qtr
1.03 Solve
problems and
share solutions
to problems in
small groups
The learner will… -Solve collectively word/study problems to combine/separate to find the sum or difference of sets -Represent and use whole numbers in flexible ways by joining and separating numbers. -Model using manipulatives real life situations analyzing operations needed to solve the problem. -Count objects to solve problems -Draw pictures to solve problems -Solve problems and share solutions to problems in small groups.
combine separate join total take away count all together equal in all
How can you draw a picture to help you solve a story problem?
Teacher will tell story and student will act out story using counters by adding or taking away and explain.
www.abcteach.com www.mathplayground.com
Goal 2: The learner will explore concepts of measurement.
Time Objective Task Analysis Vocabulary Essential Questions Assessment Resources
3rd
Qtr
2.01
Compare
attributes
two objects
using
appropriate
vocabulary
(color,
weight,
height,
width,
length,
texture)
The learner will… -Compare two objects and discuss differences and similarities. -Define terms “alike” and “different” - Compare attributes of two objects using appropriate vocabulary.
color weight size texture alike same different height
length
What are some ways to
compare attributes of
two objects?
Student will
compare any
two objects
using
appropriate
vocabulary.
(see
vocabulary
words)
www.sesamestreet.org
www.atozteacherstuff.com
www.internet4classrooms.com
1st,
3rd,
4th
Qtr
2.02
Recognize
concepts of
calendar
time using
appropriate
vocabulary
(days of
week,
months of
year,
The learner will… -Identify units of time and compare calendar elements (days, months, seasons) -Explain how many days are in a week, how
Days months seasons before after
What is the day/month/year/season?
Student will correctly name the days of week, months of year and seasons and also any additional questions.
www.starfall.com www.canteach.ca/elementary/songspoems4.html www.internet4classrooms.com
seasons) many months in a year, how many seasons -Identify current, previous, and next (day, month, season) -Sequence days, months, seasons Recognize concepts of calendar time using appropriate vocabulary.
Goal 3: The learner will explore concepts of geometry.
Time Objective Task Analysis Vocabulary
Essential
Questions
Assessments Resources
1st –
4th
Qtr
3.01 Identify,
build, draw, and
name triangles,
rectangles, and
circles; identify,
build, and name
spheres and
cubes
The learner will… -Identify and name circle, triangle, rectangle -Create shapes (draw, cut, using stickers, straws, sticks, etc.) -Identify 3 dimensional shapes
circle triangle square sides corners points flat mass sphere
How do you
identify, build,
draw and name
___?
How are these
Student will identify,
build, draw and
name triangles,
rectangles and
circles. They will
identify, build and
name spheres and
cubes.
www.sesamestreet.org
www.mathplayground.com
www.internet4classrooms.com
(spheres, cubes) -Build triangle, rectangles, circles, spheres, and Cubes -Identify, build, draw, and name triangles, rectangles, and circles; identify, build, and name spheres and cubes.
cube
shapes
alike/different?
2nd
Qtr
3.02 Compare geometric shapes (Identify likenesses and differences).
The learner will… -Sort or classify shapes and objects into groups based on student/teacher defined categories -describe how objects are alike and different using appropriate vocabulary based on size, shape, color, texture, or use -Compare geometric shapes (Identify likenesses and differences).
alike different same sort compare
How are these shapes alike/different?
Student compares rectangles, triangles, and circles by naming likenesses and differences.
www.sesamestreet.org
www.mathplayground.com
3rd 3.03 Model and The learner will… -Model and use
inside outside
Can you put the bear ___?
Student will place an object according to
www.sesamestreet.org www.pbskids.org
Qtr use directional
and positional
vocabulary.
directional and positional vocabulary (near to, away from, etc.) -Apply changes in positions of objects using new directional and positional vocabulary -Using positional and directional word, design a structure -Model and use directional and positional vocabulary.
beside between
in front of in back of
behind position
over under
on top of on
next to bottom
top around
Which bear is____?
teachers directions using positional vocabulary.
www.learnnc.org
1st,
4th
Qtr
3.04 Complete
simple spatial
visualization
tasks and
puzzles.
The learner will… Complete simple spatial visualization tasks and puzzles -Cover given figures with a variety of shapes -complete simple pattern block puzzles
puzzle shape figure
How can you
arrange the
pieces to
complete the
puzzle?
Student will use
pattern blocks to
cover a hexagon
shape work mat.
www.sesamestreet,org
www.kidzone.ws/math/kindergarten.htm
Goal 4: The learner will collect, organize and display data.
Time Objective Task Analysis Vocabulary
Essential
Questions
Assessments Resources
4th
Qtr
4.01 Collect and
organize data as
a group activity.
The learner will… -Participate in class collection of real data and in class discussion -Collect data in classroom and display the results with objects on a graph -Sort object/classifying Collect and organize data as a group activity.
data graph more less equal sort
How can I
collect and
organize data?
Student will
collect and
organize data as a
group activity.
(ongoing teacher
observation)
www.carlscorner.u
s.com/numbers.ht
m
www.hubbardscup
board.org/math.ht
ml
4th
Qtr
4.02 Display and
describe data
with concrete
and pictorial
graphs as a
group activity.
-Model and explain strategies using concrete and pictorial graphs to display data to share as a group -Directionality -Recognize numbers, values -Count objects -One-to-one correspondence -Recognize where/how to enter data Display and describe data with concrete and pictorial graphs as a group activity
graph together data more less equal up down across top bottom sort
How can I display data using a graph? What kind of graphs can be used to represent data?
Student will display and describe data with concrete and pictorial graphs as a group activity. (ongoing teacher observation)
www.carlscorner.u
s.com/numbers.ht
m
www.hubbardscup
board.org/math.ht
ml
Goal 5: The learner will model simple patterns and sort objects.
Time Objective Task Analysis Vocabulary
Essential
Questions
Assessment Resources
3rd
Qtr
5.01 Sort
and
classify
objects by
one
attribute.
The learner will… -Identify attributes such as color, shape, size, etc. -Explain the rule/attributes for sorting -Compare likenesses and differences -Sort and classify objects by one attribute
sort color shape size alike different
What are
ways to
sort and
classify
objects by
one
attribute?
Using a
collection of
objects
(toys, shells,
buttons,
keys, etc.)
student will
sort objects
and explain
the rule.
www.kindergarten-lessons.com/kindergarten-sorting-
games.html
www.printables.scholastic.com/printables/detail/?id=21689
www.internet4classrooms.com
3rd
Qtr
5.02
Create and
extend
patterns
with
actions,
words, and
objects.
The learner will… -Copy, extend, create, name a variety of types of patterns (AB, AAB, ABB, AABB, ABC, etc.) -Understand and model action patterns -Identify and replicate patterns using concrete
pattern(s) extend continue create copy
How can I create and extend patterns in a variety of ways?
Student will create a pattern using actions, words and connecting cubes.
www.first-school.ws/THEME/numbers_preschool_printables www.k12math.com/kindergarten-math/jellybeans.htm www.kidzone.ws/math/kindergarten.htm
objects -Create patterns using sounds, movement, and concrete objects -Describe/label a given pattern -Create and extend patterns with actions, words, and objects.
Kindergarten Suggested Math Materials List
Pattern blocks
Unifix cubes
Teddy bear counters
Geoboards
Play dough
Waffle blocks
Floor graphs
Calendar materials
Oh Hexagon! Puzzles
Dominos
Building sticks
Plastic shapes
Number flash cards
100’s board
Counters
Task Analysis
Subject: Kindergarten Language Arts
Goal 1: The learner will develop and apply enabling strategies and skills to read and write.
Time Objective Task Analysis
Vocabul
ary Essential Questions
Assessment Resources
1st –
4th
Qtr
1.01 Develop book
and print
awareness.
The learner will… Identify the parts of books and function of each part -identify front and back of book -Demonstrate an understanding of directionality and voice-print match by following print word for word when listening to familiar text read aloud -demonstrate that print is read from left to right and top to bottom -identify where to begin reading on the page -demonstrate that books/stories move from first to last page -demonstrate return sweep -demonstrate print matching/one to one correspondence
front back right left top bottom title author illustrator letter word sentence period question mark exclamation mark quotation marks first last
What are the parts of a book? What is a letter/word/ sentence? Can you point to the first/last word in a sentence? What are .,?,!, “ “?
Given a big book, the student will -identify the parts of the book - point to the words as they are read -demonstrate return sweep -demonstrate directionality -identify where to begin reading
www.starfall.com www.pbskids.org www.internet4classrooms.com
-Identify the title, name of the author and the name of the illustrator. -Discuss author and illustrator -Discuss various works of a single author Demonstrate an understanding of letters, words, sentence and story. -Differentiate between letters and words -Identify single letters/single words -Distinguish between capital and lowercase letters -recognize that books and words convey meaning -identify first and last letter in a word -identify upper and lower case letters -frame individual words in a sentence -recognize that a sentence is composed of words -locate first word and last word on a page -identify and locate punctuation marks (period, question mark, exclamation mark, and quotation marks) -explain that print represents meaning/
-identify the job of the author and illustrator -point to a letter/word/sentence -point
message -develop book and print awareness
1st –
4th
Qtr
1.02 Develop
phonemic
awareness and
knowledge of
alphabetic principle.
The learner will… -identify letter sounds in spoken words as letters are taught -apply an understanding of sound to letter relationships -demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word. -recognize initial and final sounds of words -identify when phonemes are alike -blend phonemes to form words -segment phonemes to represent sounds in words orally: blend, segment, and delete syllable, onset, and rimes - sort words into word families -identify a rhyme through hearing -distinguish between non-rhyming and rhyming words -provide words that rhyme with a given word -develop phonemic awareness and alphabetic
letter sound word rhyme beginning ending
-What is this letter___? -What sound do you hear at the beginning/middle/ending of _________? -How do you identify rhyming words?
-Students will point to and name lower case and upper case letters from the alphabet knowledge assessment. -Given a letter/word/picture, students will name the initial and final sound. -Given sounds or a word, students will identify the phonemes. -Given three words the student will identify the two rhyming words. -Given three words, the student will identify the two that start with the same sound.
www.starfall.com www.kinderplans.com www.pbskids.org www.newphonics.com www.teacher.scholastic.com www.internet4classrooms.com
principles
1st –
4th
Qtr
1.03 Demonstrate
decoding and word
recognition
strategies and skills.
The learner will… -recognize and name upper case and lower case letters of the alphabet. -match upper case and lower case letters -demonstrate and understanding of letter formation -recognize most beginning consonant letter-sound associations in one-syllable words. -identify beginning letter-sound association of one syllable words -Recognize some words by sight including a few common words, own name, and environmental print such as: signs, labels, and trademarks. -recognize high frequency words -demonstrate decoding and word recognition strategies and skills
upper case letter lower case letter word decode syllable sight word(s)
How do I distinguish between upper and lower case letters? What is the beginning sound in _______? What sight words can I read?
-Students will point to and name lower case and upper case letters from the alphabet knowledge assessment. -Given a list, students will identify high frequency words, enviornmental print, labels, and own name. -Given three words, the student will identify the two that start with the same sound.
www.starfall.com www.pbskids.org www.sesamestreet.org www.carlscorner.us.com
2nd –
4th
Qtr
1.04 Read or begin
to read
-demonstrate knowledge that drawings support text -use picture cues to detect meaning - attempt to read/reads simple patterned text, decodable text, and/or predictable texts using
read book echo repeat
What strategies can I use to help me read?
-Given a book, the student will attempt to read using picture cues, prior knowledge, high frequency word knowledge.
www.hubbardscupboard.org www.starfall.com www.carlscorner.us.com classroom library
letter-sound knowledge and pictures to construct meaning. -participate in reading familiar parts and phrases -participate in echo reading, choral reading, predictable text and predictable charts -participate in read aloud, shared reading, guided reading -recognize predictable and patterned selections -read or begin to read
1st –
4th
Qtr
1.05 Interact for at
least 10 minutes
daily with self
selected texts that
are consistent with
the student’s
independent
reading level.
-student chooses text -read for enjoyment and show interest in reading -choose books as a free time activity -utilize available resources to locate appropriate texts -interact for at least 10 minutes daily with self-selected texts that are consistent with the student’s independent reading level.
book read choose
How do I choose books on my reading level?
The student will locate and interact with self-selected text on his/her reading level for at least 10 minutes a day.
www.starfall.com Classroom library
Goal 2: The learner will develop and apply strategies and skills to
comprehend text that is read, heard, and viewed.
Tim
e Objective Task Analysis Vocabulary
Essential
Question
s
Assessment Resources
1st –
4th
Qtr
2.01
Demonstrate
sense of story
(e.g.,
beginning,
middle, end,
characters,
details, and
setting).
The learner will… -identify sequence of events in logical order -identify characters and relevant details -manipulate pictures and/or picture cards to retell stories independently and/or with teacher prompting -identify story elements -retell story in own words giving beginning, middle, and end -demonstrate sense of story (e.g., beginning, middle, end, characters, details, and setting).
Character Setting Beginning Middle End sequence
What happened at the beginning, middle, end of story? Where is the setting?
After reading a text, the student will use a trifold to illustrate the beginning, middle, and end of the story. The student will name the characters, setting, main idea, and important details of the story.
www.learnnc.org www.hubbardscupboard.org www.starfall.com
1st –
4th
Qtr
2.02
Demonstrate
familiarity
with a
variety of
types of
books and
selections.
The learner will… - demonstrate familiarity with a variety of types of books and selections (e.g., picture books, caption books, short informational texts, nursery rhymes, word plays/finger plays, puppet plays, and
Picture books Captions Nursery rhymes Plays Puppets Poetry/poems
What are different types of books? How can I retell the story?
The student will participate in reading activities that focus on a variety of books and selections.
www.esl4kids.net/fingerplays.html www.childrensbooksforever.com/index.html www.starfall.com
reenactments of familiar stories). -participate in whole group discussion of text such as cloze reading/choral response, dramatize the story, retell the story, constructing characters- puppet plays and finger plays, compare different types of text -read poetry, nursery rhymes, and a variety of repetitive texts -Demonstrate familiarity with a variety of types of books and selections.
1st –
4th
Qtr
2.03 Use
preparation
strategies to
activate prior
knowledge
and
experience
before/during
the reading of
a text.
The learner will… - use preparation strategies to activate prior knowledge and experience before and during the reading of text. -share personal experiences that relate to the text -make personal connections to ideas in the texts during reading -Use preparations strategies to activate prior knowledge and experience
Connections Relate
Does the book remind you of anything?
The student will answer questions about the story before and after reading.
www.learnnc.org www.starfall.com www.sesamestreet.org
before/during the reading of a text.
1st –
4th
Qtr
2.04
Formulate
questions
that a text
might answer
before
beginning to
read.
The learner will… -formulate questions that a text might answer before beginning to read (e.g., what will happen in this story, who might this be, where do you think this happens). -generate questions from picture walk or topic of the text -participate in completing graphic organizers -demonstrate understanding of how to ask/answer questions. -Formulate questions that a text might answer before beginning to read.
Picture walk Predict
What do you think the story will be about? What will happen in this story? Where do you think the story takes place?
The student will answer questions about the story before and after reading.
www.learnnc.org www.starfall.com www.sesamestreet.org
1st –
4th
Qtr
2.05 Predict
possible
events in
texts before
and during
reading.
-The learner will… -predict possible events in texts before and during reading. -make a reasonable prediction about story content based on illustrations and/or prior knowledge -apply what has been learned to decide what is going to happen -connect ideas in text to
Predict illustrations
What do you think will happen next?
The student will answer questions about the story before and after reading.
www.learnnc.org www.starfall.com www.sesamestreet.org
infer a prediction -compare reasonable/unreasonable predictions -Predict possible events in texts before and during reading.
1st –
4th
Qtr
2.06
Understand
oral/graphic
directions.
The learner will… -match teachers oral directions to class activity -complete tasks by listening to teacher -understand and follow oral-graphic directions
directions How do I follow directions using pictures?
The student will follow oral/graphic directions given by the teacher.
www.starfall.com www.learnnc.org
1st –
4th
Qtr
2.07
Demonstrate
understandin
g of literary
language and
other
vocabulary
specific to a
genre.
The learner will… -retell stories using literary language -distinguish different genres by using appropriate vocabulary -incorporate story language into discussions -demonstrate understanding of literary language; e.g., “once upon a time” and other vocabulary specific to a genre
Language Genre “once upon a time” etc.
What language did you notice in the story? What genre did this story come from?
The student will show familiarity with different genre languages/vocabulary.
www.starfall.com www.pbskids.org classroom library
1st –
4th
Qtr
2.08
Distinguish
fantasy from
reality when
reading text.
The learner will… -define fantasy and reality -compare and contrast fantasy and reality elements -locate literary elements of fantasy and reality -distinguish fantasy from reality when reading text
Fantasy Reality Real Make believe
What part of the story is real/make believe?
After reading a story, the student will determine if it is fantasy or reality and give reasons to support their view.
www.pbskids.org classroom library
1st –
4th
Qtr
2.09 Identify
the sequence
of events in a
story.
The learner will… -retell the events of a story in order from beginning to end -arrange the sequence of events in a variety of ways - identify the sequence of events in a story
Sequence Beginning, middle, end
How do I retell the sequence of events in a story?
Using a trifold, the student will retell the order of events after reading a story.
www.starfall.com www.sesamestreet.org www.carlscorner.us.com
Goal 3:The learner will make connections through the use of oral language, written language,
and media and technology.
Time Objective Task Analysis Vocabulary
Essential
Questions
Assessment Resources
1st –
4th
Qtr
3.01 -connect information and events in text to experience
The learner will… -recall experiences related to text -illustrate experiences related to text -compare and contrast
connect recall compare contrast
How is your life similar or the same as the story?
After reading, the student will make a personal connection between the text and their personal experiences.
www.starfall.com www.learnnc.org
peer experiences to text -identify what the learner and text have in common -connect information and events in text to experience
1st –
4th
Qtr
3.02 –discuss
concepts and
information in a
text to clarify and
extend knowledge
The learner will… - discuss meaning of text -connect story events and details to prior knowledge -connect important concepts and details in selection to prior knowledge -apply concepts and new information to various situations -discuss concepts and information in a text to clarify and extend knowledge
fiction non-fiction main idea
What new information did I learn? What is the main idea of the story?
After reading, the student will make a personal connection between the text and their personal experiences.
www.starfall.com www.pbskids.org
1st –
4th
Qtr
3.03 Associate
target words with
prior knowledge
and explore an
authors choice of
words
The learner will… -locate target words in a text -define target words using pictures, context clues, and prior knowledge -construct meaning of words that are exaggerated, in bold print, and in capitalized font -associate target words with prior knowledge and explore an author’s choice of words
author clues illustration target words
Why did the author write the words this way?
During/after reading, the student will locate familiar words found in the text. The student will explain why the author chose certain words or language.
www.starfall.com www.pbskids.org
1st –
4th
Qtr
3.04 Use speaking
and listening skills
and media to
connect
experiences and
text
The learner will… -listening to and re-visiting stories -respond to text in a variety of ways -express self orally answering questions about story read aloud, without picture cues -retell favorite stories/books -express complete thoughts -discussing, illustrating, and dramatizing stories -discovering relationships -read owns story -act out stories -draw events in a story -identify how characters and events in the story relate to their life -recall a message from a story -apply basic sentence structure orally -use speaking and listening skills and media to connect experiences and text
retell revisit express respond dramatizing characters events illustrations
How can I use media to retell the story?
After reading, the student will make a personal connection between the text and their personal experiences.
www.starfall.com www.carlscorner.us.com classroom library
Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
Time Objective Task Analysis Vocabulary
Essential
Questions
Assessment Resources
1st –
4th
Qtr
4.01 Use new
vocabulary in own
speech and writing
The learner will… -define new vocabulary through illustration -identify similar words to new vocabulary -construct a sentence using new vocabulary (oral or written) -incorporate new vocabulary when retelling a personal experience Use new vocabulary in own speech and writing
illustration recall vocabulary
How do I create a sentence using new vocabulary?
After introducing new vocabulary words, student will use them in their writing and daily conversation.
www.hubbardscupboard.org www.starfall.com
1st –
4th
qtr
4.02 Use words that
name and words
that tell action in a
variety of texts
The learner will… -locate nouns-people, places and things in text and environment -identify verbs (action words) and demonstrate -sort words according to nouns and verbs -use words that name in written texts -use words that tell action in written texts Use words that name and words that tell action in a variety of text
noun verb journal action word
How can you expand your writing using a variety of nouns and verbs?
After introducing words that name or show action, student will use in written text and daily conversation.
www.hubbardscupboard.org www.starfall.com www.learnnc.org
1st –
4th
4.03 Use words that
describe color, size,
and location in a
The learner will… -demonstrate understanding of adjectives
adjectives describing words
What words can I use to describe color, size and
After introducing words that
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Qtr variety of texts by describing objects by color and size -list general describing words -dramatize positional words (over, under, beside, etc.) -use words that describe colors and size in written texts -use words that describe location in written texts Use words describe color, size, and location in a variety of texts.
positional words
location in my writing?
describe color, size, and location, student will use in written text and daily conversation.
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1st –
4th
Qtr
4.04 Maintain
conversation and
discussions
The learner will… -attend to oral presentations -take turns expressing ideas and asking questions -contribute to group sentences, charts, graphs and lists -contribute to a group story -understand how to formulate a question -interact with a peer to discuss text and ask questions Maintain conversation and discussions.
conversation question
How can I express my ideas in a conversation?
Observation of child having a conversation with peers/teacher.
N/A
4th
Qtr
4.05 Use a variety
of sentence patterns
such as interrogative
requests and
sentence fragments
The learner will… -understand sentence structure -write using appropriate punctuation for statements, interrogative sentences,
expression question statement exclamatory punctuation
How do I show emotion in a variety of sentences?
Observation of child using a variety of sentence structures (asking
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that convey emotion and exclamatory sentences -demonstrate an understanding of the purpose of punctuation -read with expression according to punctuation, such as “The cat licked me?” “The cat licked me.” “The cat licked me!” Use a variety of sentence patterns such as interrogative requests and sentence fragments that convey emotion.
questions, showing emotion). Student writes from left to right and top to bottom. Student will write most letters and some words when dictated.
2nd
Qtr
4.06 Write and/or
participate in
writing behaviors by
using authors’
models of language
The learner will… -write daily -write and or draw to communicate ideas -generate personal written messages to express thoughts and ideas -dictate personal experience -show familiarity and participate in different types of writing (lists, labels, cards, journals, messages) -produce writing that follows selected author’s models including letters, stories, poetry, and nonfiction -demonstrate an understanding that writing
author poetry fiction non-fiction
How do I use an author’s story as a model for my writing?
Student will write daily using to communicate their ideas.
Journals www.learnnc.org classroom writing center
serves a purpose and has an audience
Goal 5: The learner will apply grammar and language conventions to communicate effectively.
Time Objective Task Analysis Vocabulary
Essential
Questions
Assessment Resource
1st – 4th
Qtr
5.01 Develop spelling
strategies and skills
The learner will… -represent spoken language with temporary and/or conventional spelling -write most letters of the alphabet -analyze sounds in a word and write dominant consonant letters -use beginning/ending sounds in writing -write words using all sounds heard -spell some high frequency words with conventional spelling -use temporary spelling with some phonetic elements, mostly consonants -use word walls to help spell high frequency words Develop spelling strategies and skills
beginning end alphabet high frequency words consonants word wall
How do I use phonics/word wall to spell new words?
Student will use conventional spelling when writing. Student will write most letters of the alphabet.
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1st – 4th
Qtr
5.02 Use capital letters
to write the word I and
the first letter in own
name
The learner will… -Use capital letters to write the word “I” -Use capital letter to write the first letter of student name Use capital letters to write the word I and the first letter in own
“I” capital letters
How do I decide when to use a capital letter?
Student will use capital letters when writing their name, the word I, and the beginning of a sentence.
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name.
1st – 4th
Qtr
5.03 Use legible
manuscript handwriting
The learner will… -Use correct pencil grasp -Apply an understanding of letter formation -Apply basic understanding of directionality or path of movement -Trace over conventional handwriting -Use spacing Use legible manuscript handwriting.
trace grasp/hold space handwriting direction
How do I write so others can read my writing?
Student will write using legible handwriting.
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Kindergarten Suggested Materials for Language Arts
Trade books / Basal readers
Alphabet
cards/flashcards/picture cards
Magnetic letters
Letter stamps
Word wall
Sound phones
Writing paper
Dry erase boards
Environmental print
Poems / Songs
Plays
Puppets/retelling props
Leap pads
Pocket charts
Big books
Computer
Puzzles