Suggested Goals for

Common Core Standards for LANGUAGE ARTS

For each goal, *choose only one* of the following measurement criteria: (times/occurrences/opportunities)

LACC.KL1.1: Demonstrate commands of the conventions of Standard English and usage when writing or speaking.

  1. During sentence writing activities, student will demonstrate knowledge of when to use upper and lower case letters in _____out of _____ (times/occurrences/opportunities).
  2. When writing/speaking student will understand and use question words (e.g. who, what, where, when, why, how) in _____out of _____ (times/occurrences/opportunities).

LACC.K.L.1.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

  1. During sentence writing, student will capitalize the first word in a sentence and the pronoun “I“in ___ out of ___ (times/occurrences/opportunities).
  2. During sentence writing student will recognize name and punctuation in ___ out of ___ (times/occurrences/opportunities).
  3. During journal writing, student will spell simple words phonetically, drawing on knowledge of sound-letter relationships in ___ out of ___ (times/occurrences/opportunities).

LACC.K.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

  1. After a story is read, student will identify new meaning for familiar words by using the words properly in a sentence (e.g. knowing duck is a bird and learning the verb to duck) or by acting out the meaning in ___ out of ___ (times/occurrences/opportunities).
  2. As a clue to the meaning of unknown words (play (ed), care (less), play(ful) during conversational/reading activities, student will understand the meaning of a word with the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) in ___ out of ___ (times/occurrences/opportunities).

LACC.K.L.3.5: With guidance and support from adults, explore word relationships and nuances in word meanings.

  1. During teacher guided activities, student will sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent using pictures, prior knowledge and newly acquired information in ___ out of ___ (times/occurrences/opportunities).
  2. During teacher guided activities, student will demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms) in ___ out of ___ (times/occurrences/opportunities).
  3. During journal writing, student will identify real-life connections between words and their use (e.g., note places at school that are colorful) in ___ out of ___ (times/occurrences/opportunities).
  4. During role playing activities, student will distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings in ___ out of ___ (times/occurrences/opportunities).

LACC.K.L.3.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

  1. After reading a story and engaging in a discussion of the story, student will be able to use newly acquired vocabulary appropriately in ___ out of ___ (times/occurrences/opportunities).

Suggested Goals for

Common Core Standards for READINGFOUNDATIONAL SKILLS

LACC.K.RF.1.1: Demonstrate understanding of the organization and basic features of print.

  1. When presented with a short story, student will follow words from left to right, top to bottom, and page by page in ___ out of ___ (times/occurrences/opportunities).
  2. When presented with letters of the alphabet, student will name all upper and lowercase letters of the alphabet in ___ out of ___ (times/occurrences/opportunities).

LACC.K.RF.2.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

  1. When presented with word families, student will recognize and produce words that rhyme in ___ out of ___ (times/occurrences/opportunities).
  2. When given a CVC word, student will identify initial, medial, and final phonemes in ___ out of ___ (times/occurrences/opportunities).
  3. When presented with simple one syllable words, the student will substitute beginning phoneme to create a new word in ___ out of ___ (times/occurrences/opportunities).
  4. When verbally presented with a multi-syllabic word, student will segment the spoken word into corresponding syllables in ___ out of ___ (times/occurrences/opportunities).

LACC.K.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words.

  1. When presented with individual letters, student will correctly produce the primary or most frequent sound for each consonant in ___ out of ___ (times/occurrences/opportunities).
  2. When presented with a list of (ex: 10, 15…) common high frequency words, student will recognize and read the words by sight in ___ out of ___ (times/occurrences/opportunities).
  3. When presented with the 5 major vowels, the student will correctly produce the long and short sounds of each vowel in ___ out of ___ (times/occurrences/opportunities).

Suggested Goals for

Common Core Standards for READING INFORMATIONAL TEXT

LACC.K.RI.2.5: Identify the front cover, back cover, and title page of a book.

  1. When presented with printed material, student will identify the front cover, back cover, and title page of a book in ___ out of ___ (times/occurrences/opportunities).

LACC.K.RI.2.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

  1. When presented with printed material/text, student will name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text in ___ out of ___ (times/occurrences/opportunities).

LACC.K.RI.1.2: With prompting and support, identify the main topic and retell key details of a text.

  1. When presented with illustrations from a story with prompting and support, student will describe the relationship between illustrations and the text in which they appear (e.g.: what person, place, thing or idea in the text and illustrations depicts) in ___ out of ___ (times/occurrences/opportunities).

LACC.K.RI.2.4: With prompting and support, ask and answer questions about unknown words in a text.

  1. When presented with a text/story with prompting and support, student will ask and answer questions about key details in a text (given 3 supporting details)in ___ out of ___ (times/occurrences/opportunities).

LACC.K.RI.1.2: With prompting and support, identify the main topic and retell key details of a text.

  1. When presented with a text/story with prompting and support, student will identify the main topic and retell key details of a text (given 3 details)in ___ out of ___ (times/occurrences/opportunities).

LACC.K.RI.4.10: Actively engage in group reading activities with purpose and understanding.

  1. When presented with a text/story with prompting and support, student will identify basic similarities in and differences between two texts on the same topic (e.g.: in illustrations, descriptions, or procedures) in ___ out of ___ (times/occurrences/opportunities).

Suggested Goals for

Common Core Standards for READING LITERATURE

LACC.K.RL1.1: With prompting and support, ask and answer questions about key details in a text.

  1. When presented with a fictional and non-fictional story, student will answer WH questions (who, what, when, where, why) using key details in ___ out of ___ (times/occurrences/opportunities).

LACC.K.RL1.2: With prompting and support, retell familiar stories, including key details.

  1. When presented with a familiar non fictional/fictional story,student will retell the beginning, middle and end, including specific details in ___ out of ___ (times/occurrences/opportunities).

LACC.K. RL.1.3: With prompting and support, identify characters, setting, and major events in a story.

  1. When presented with a familiar non fictional/fictional story,studentwill identify characters, setting and main events in ___ out of ___ (times/occurrences/opportunities).

LACC.K.RL.2.4: Ask and answer questions about unknown words in a text.

  1. When presented with a new vocabulary word, the student will match word to picture in ___ out of ___ (times/occurrences/opportunities).

LACC.K.RL.2.5: Recognize common types of texts (e.g. storybooks/poems).

  1. When presented with common types of text, the student will classify the text into correct category in ___ out of ___ (times/occurrences/opportunities).

ACC.K.RL.2.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

  1. When presented with a book, the student will be able to locate the name of the author and define their role in ___ out of ___ (times/occurrences/opportunities).
  2. When presented with a book, the student will be able to locate the name of the illustrator and define their role in ___ out of ___ (times/occurrences/opportunities).

LACC.K.RL.3.7 With prompting and support, describe the relationships between illustrations and the story in which they appear (e.g. what moment in a story an illustration depicts.)

  1. Given illustrations from a book student will describe the given event depicted in that illustration in ___ out of ___ (times/occurrences/opportunities).

LACC.K.RL.3.9: With prompting and support compare and contrast the adventures and experiences of characters in familiar stories.

  1. When presented with two non-fictional stories, the student will compare and contrast the characters and their experiences in ___ out of ___ (times/occurrences/opportunities).

LACC.K.RL.4.10: Actively engage in group reading activities with purpose and understanding.

  1. When given a story, student will be able to create a book report, using pictures and a short summary in ___ out of ___ (times/occurrences/opportunities).

Suggested Goals for

Common Core Standards for SPEAKING AND LISTENING

L.A.C.C.K.S.L.1.2: 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.

  1. When text is read aloud/information is presented orally or using other media, student will ask and answer “WH” questions about key details in ___ out of ___ (times/occurrences/opportunities).

L.A.C.C.K.S.L.2.4: Describe familiar people, places, things, and events and with prompting and support, provide additional detail.

  1. During classroom conversations/discussions, student will describe familiar people, places, things and events, by providing at least (#) details with prompting and support in ___ out of ___ (times/occurrences/opportunities).

Suggested Goals for

Common Core Standards for WRITING

*Specify which one(s)

L.A.C.C.K.W.1.1: 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…)

  1. When a book is read, student will *(draw a picture/write a word/write a sentence) to tell the *(topic/name of the book) and give an opinion in ___ out of ___ (times/occurrences/opportunities).

L.A.C.C.K.W.1.2: 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.

  1. Using a combination of drawing, dictating, and writing, student will *(draw a picture/write a word/write a sentence) to name a topic and give information about the topic in ___ out of ___ (times/occurrences/opportunities).
  2. During sentence writing, student will recognize name and punctuation in ___ out of ___ (times/occurrences/opportunities).
  3. During journal writing, student will spell simple words phonetically, drawing on knowledge of sound-letter relationships in ___ out of ___ (times/occurrences/opportunities).

L.A.C.C.K.W.3.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

1.During a guided discussion, student will answer a question based on his/her experiences and information from classroom resources in ___ out of ___ (times/occurrences/opportunities).

Suggested Goals for

Common Core Standards for MATH: COUNTING AND CARDINALITY

MACC.K.CC.1.1: Count to 100 by ones and by tens.

  1. When provided with manipulatives, the student will orally count to 10 in ___ out of ___ (times/occurrences/opportunities).
  2. When provided with manipulatives, the student will orally count to 100 in ___ out of ___ (times/occurrences/opportunities).

MACC.K.CC.1.2: Count forward beginning from a given number with the known sequence (instead of having to begin at one).

  1. When presented with a number chart, the student will count forward beginning from a given number within the known sequence in ___ out of ___ (times/occurrences/opportunities).

MACC.K.CC.1.3: Write numbers from 0-20. Represent the number of objects with a written numeral 0-20 (with 0 representing a count of no objects)

  1. When presented orally with a number (0-20), the student will write the number in ___ out of ___ (times/occurrences/opportunities).
  2. When presented with manipulatives, the student will represent a number of objects 0-20 with a written numeral in ___ out of ___ (times/occurrences/opportunities).

MACC.K.CC.2.4: Understand the relationship between numbers and quantities; connect counting to cardinality.

  1. Using manipulatives, the student will use one to one correspondence to count sets of objects up to at least 20 in ___ out of ___ (times/occurrences/opportunities).
  2. Given a list of objects, the student will be able to identify first through twentieth in ___ out of ___ (times/occurrences/opportunities).
  3. Using manipulatives to be counted, the student will name the last number as the total amount in the set with in ___ out of ___ (times/occurrences/opportunities).

MACC.K.CC.2.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangle array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

  1. Using manipulatives, the student will be able to count up to 20 in different forms and shapes in ___ out of ___ (times/occurrences/opportunities).

MACC.K.CC.3.6: Identify whether the number of objects in one group is greater than, less than or equal to the number of objects in another group, e.g. by using matching and counting strategies

  1. Given two sets of objects, student will tell which set is greater than, less than or equal to the other set in ___ out of ___ (times/occurrences/opportunities).

MACC.K.CC.3.7: Compare two numbers between one and ten presented as written numerals.

  1. Given written numerals between 1 and 10, the student will compare the numbers and tell which is greater/less than in ___ out of ___ (times/occurrences/opportunities).

Suggested Goals for
Common Core Standards for MATH: GEOMETRY

MACC.K.G.1.1: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

  1. Student will describe the relative positions of objects and objects in pictures using terms such as above, below, beside, in front of, behind and next to,in ___ out of ___ (times/occurrences/opportunities).

MACC.K.G.1.2: Correctly name shapes regardless of their orientations or overall size.

  1. During a teacher guided activity, student will identify and match shapes using in ___ out of ___ (times/occurrences/opportunities).

MACC.K.G.2.5: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

  1. During a teacher guided activity, student will represent shapes by building them from components (e.g., sticks and clay balls) and drawing shapes in ___ out of ___ (times/occurrences/opportunities).

Suggested Goals for

Common Core Standards for MATH: MEASUREMENT and DATA

CCSS.MACC. K. MD.A.1. Describe measurable attributes of objects, such as length or weight. Describe several measureable attributes of a single object.

  1. During measuring activity, student will describe measurable attributes, such as the length/weight/height of a single object in ___ out of ___ (times/occurrences/opportunities).

CCSS.MACC.K.MD.A.2 Directly compare two objects with the measurable attribute in common, to see which object has “more of” / “less of” the attribute and describe the difference. For example directly compare the height of two children that describe one child as taller/shorter.

  1. During measuring activity, student will directly compare the measurable attributes of two objects (such as which one weighs more/less, is taller/shorter) in ___ out of ___ (times/occurrences/opportunities).

CCSS.MACC.K.MD.B.3 Classify objects into given categories; count the number of objects in each category and sort the categories by count*.

  1. During math sorting activities, student will sort objects by categories and count how many objects are in each category, _____ out of _____.
  2. During math sorting activities, student will sort categories by count (*which category has more/less/same), _____out of____.

*Limit category counts to be less than or equal to 10.

Suggested Goals for

Common Core Standards for MATH: NUMBER AND OPERATION IN BASE TEN

MACC.K.NBT.1.1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

  1. When presented with numbers 1-10, student will compose and decompose numbers using objects/ manipulatives to show place value to the TENS place in ___ out of ___ (times/occurrences/opportunities).
  2. When presented with numbers 11-19, student will compose and decompose numbers using objects/manipulatives to show place value in the TENS and ONES place in ___ out of ___ (times/occurrences/opportunities).

Suggested Goals for

Common Core Standards for MATH: OPERATIONS AND ALGEBRAIC THINKING

MACC.K.OA1.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps, acting out situations, verbal explanations, expressions, or equations).

  1. When presented with two sets of manipulatives, the student will identify the amount of each set and combine them for the total in ___ out of ___ (times/occurrences/opportunities).
  2. When presented with one set of manipulatives, the student will take away the requested amount and state the number of remaining objects in ___ out of ___ (times/occurrences/opportunities).

Appendix B7