Teachers

The Preschool and Kindergarten Adventures of Scuba Jack

For Teachers

The Common Core State Standards provide a clear, consistent set of standards that Kindergarten through grade 12 are expected to learn, so that both teachers and parents know what they need to do to help. The Standards are designed to be relevant to the real world, reflecting the knowledge and skills that young people need for success in college and careers. Each state has its own process for developing, adopting and implementing standards. As a result, what students are expected to learn can vary widely from state to state. We want to make sure that every child across the country is given the tools they need to succeed.

Kindergarten

Key Ideas and Details

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)

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.

Print concepts

1. Demonstrate understanding of the organization and basic features of print.

a. Follow words from left to right, top to bottom, and page to page.

b. Recognize the spoken words are represented in written language by specific sequences of letters.

c. Understand that words are separated by spaces in print.

d. Recognize and name all upper-and lowercase letters of the alphabet.

Phonological Awareness

a. Recognize and produce rhyming words.

b. Count, pronounce, blend and segment syllables in spoken words.

c. Blend and segment onsets and rimes of single-syllable spoken words.

d. Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three phoneme (consonant vowel consonant or CVC) words.

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.

a. Demonstrate basic knowledge of one to one letter sound correspondences by producing the primary or many of the most frequent sound for each consonant.

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

c. Read common high frequency words by sight (e.g., the, of, to you, she my, is are, do does).

d. Distinguish between similarly spelled words by identifying the sounds of the betters that differ.

Fluency

Read emergent reader texts with purpose and understanding

Writing Standards

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 ....)

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.

3. 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.

4. With guidance and support form adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

5. 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.

6. Participate in shared research and writing projects (explore a number of books by favorite author and express opinions about them).

7. With guidance and support from adults, recall information from experience or gather information from provided sources to answer a question.

Comprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups.

a. Follow agreed upon rules for discussions (listening to others and taking turns speaking about the topics and texts under discussion)

b. Continue a conversion through multiple exchanges.

2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering question about key details and requesting clarification if something is not understood.

3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

4. Describe familiar people, places, things and events and with prompting and support, provide additional detail.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

6. Speak audibly and explores thoughts, feelings and ideas clearly.

Conventions of Standard English

a. Print upper and lowercase letters

b. Use frequently occurring nouns and verbs

c. Form regular plural nuns orally by adding (S) dog, dogs.

d. Understand and use question words (who, what, where, when, how)

e. Use the most frequently occurring prepositions (to, from, in, out, on,, off, for, of, by, with)

f. Produce and expand complete sentences in shared language activities.

g. Capitalize the first word in a sentence and the pronoun.

h. Recognize and name end punctuation.

i. Write a letter or letters for most consonant and short vowel sounds.

j. Spell simple words phonetically, drawing on knowledge of sound letter relationships.

k. Identify new meanings for familiar words and apply them accurately (knowing duck is a bird and learning the verb to duck.)

l. Use the most frequently occurring inflections and affixes (ed, s, re, un, pre, ful, less) as a clue to the meaning of an unknown word.

m. Sort common objects into categories (shapes, foods) to gain a sense of the concepts the categories represent.

n. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

o.Identify real life connections between words and their use (note places at school that are colorful)

p. Distinguish shades of meaning among verbs describing the same general action (walk, march, strut, prance) by acting out the meanings.

q. Use words and phrases acquired through conversations reading and being read to, and responding to texts.