zilongwang/ReadingBank huggingface dataset:
drawings, and record the answer with a drawing or equation. Knowledge Targets “I Can” Statements Standard Interpretations Know that two numbers can be added together to make ten. I can find the number to make ten. The number pairs that total ten are foundational for students’ ability to work fluently within base-ten numbers and operations. Different models, such as cubes, two-color counters, etc., assist students in visualizing these number pairs for ten. Example 1: Students place three objects on a ten frame and then determine how many more are needed to “make a ten.” Students may use electronic versions of ten frames to develop this skill. Example 2: The student snaps ten cubes together to make a “train.” Student breaks the “train” into two parts. S/he counts how many are in each part and record the associated equation (10 = ___ + ___). Student breaks the “train into two parts. S/he counts how many are in one part and determines how many are in the other part without directly counting that part. Then s/he records the associated equation (if the counted part has 4 cubes, the equation would be 10 = 4 + ___). Student covers up part of the train, without counting the covered part. Reasoning Target Using materials or representations, find the number that makes 10 when added to the given number for any number from 1 to 0, and record the answer using materials, representations, or equations. Performance Target
GILBERT Chandler, Natalia Chen, Mira Cook, Dillan Davis, Landon Dugan, William Emery, Shelby Farnell, Mary Garrett, Oliver Gipson, Braelyn Henix, Camille Hicks, Wesley Jackson, Jase Johnson, Max Jordan, Eleanor Lamb, Trent LeBrun, Clifton Malave, Victoria Roberts, Marleigh Solice, Hayden West, Kaylee Wilkerson, Max Wright, William HARRISON Bates, Carrington Bayton, Brady Charles, Kason Chen, Keira Doty, Victoria Florence, Kahlil Funderburk, Susan Gordy, Brayden LeBlanc, Pierce Leppich, Melissa Moore, Drake Nelson, Sebastian Njoku, Abigail Ogunedji, Zaneta Rodrigo, Thenali Seymour, Elyse Strolis, Gage Touchstone, Evan Washington, Ethan Wheeler, Audrey Wooden, Catherine GILLIAM Cazares, Barrett Douthitt, John Edmonds, Miller Garrett, Auden Guin, Brody Jones, Christian King, Emily Madole, Gray May, Lily McCarty, Victoria McClendon, Anna Meadors, Josiah Otu, Samuel Powell, Graham Richardson, Lynnzi Rimmer, Isabella Sepulvado, Gracie Smith, Sylas Stewart, Annabelle Stewart, Madyson Thomas, Kaleb MINTON Atkins, Tessa Butler, Michael Casaus, Cypress Cornelius, Killian Cristobal, Audrey Edwards, Chloe’ Elkins, Julian Glover, Kenai Goodman, Dominic Gray, Joseph Holland, Austin Mina, Natalie Ogundeji, Zamirah Panchal, Chahana Pentz, Nash Reich, Claudia Richardson, Aiden Rodrigo, Thevin Russell, Dexter Scott, Lilly Walker, Hudson Whitaker, Camille
SERVICE PREFERENCES please complete kindergarten OR pre-kindergarten Pre - Kindergarten Groups (3- 6 hours per week) Number in the boxes 1-3 of your first 3 preferences of session times Child’s birthdate is 1st May 2014 to 30th April 2015 to attend in 2018Mildura South Kindergarten Currants (3 hours) Wednesday 8.45am – 11.45am Sultanas (3 hour) Wednesday 12.45pm – 3.45pm Red Cliffs Kindergarten Group 1 (3 hours) Wednesday 8.45am – 11.45am Group 2 (3 hour) Friday 8.45am – 11.45am There is a 6 hour program available – it is both time slots. Please tick here if you are interested, but your preference must be in either group above. Nangiloc and Districts Kindergarten Group 1 (3 hours) Wednesday 8.45am – 11.45am This section is with funded kindergarten program. Kathleen Kelly Kindergarten Group 1 (3 hours) Tuesday 9.00am – 12.00pm This section is with funded kindergarten program. Irymple Kindergarten Group 1 - Blue (3 hours) Tuesday 9.00am – 12.00pm Group 2 – Green (3 hours) Tuesday 1.00pm - 4.00pm Group 3 - Red (3 hours) Friday 1.00pm – 4.00pm Group 4 - Yellow (6 hours) Wednesday 1.00pm – 4.00pm Friday 9.00am – 12.00pm Mildura West Kindergarten Pink Group (6 hours) Thursday 8.30am – 11.30am Friday 12.30pm – 3.30pm Orange Group (3 hour) Thursday 12.30pm – 3.30pm Purple Group (3 hours) Friday 8.30am – 11.30pm SERVICE PREFERENCES please complete kindergarten OR pre-kindergarten
Irymple Kindergarten Casuarina Court Irymple Phone: 5024 5496 Email: www.irymplekindergarten.vic.edu.au Kathleen Kelly Kindergarten 45 Lemon Avenue Mildura Phone: 5023 1515 Email: kathleen.kelly.kin@kindergarten.vic.gov.au Mildura South Kindergarten 13 Luke Road Mildura South Phone 5023 1189 Email: Mildura West Kindergarten 214 Eighth Street Mildura Phone: 5023 0147 Email: mwkinder@bigpond.net.au Nangiloc & District Kindergarten 2606 Kulkyne Way Nangiloc Phone: 5029 1574 Email: nangiloc.kin@kindergarten.vic.gov.au Red Cliffs Kindergarten Guava Street Red Cliffs Phone: 5024 1984 Email: red.cliffs.kin@kindergarten.vic.gov.au St Margaret’s Preschool 174 Deakin Avenue Mildura Phone 5023 1093 Email: DeGaris Kindergarten 2 Christie Parade Mildura Phone 5023 1819 Email: Merbein Preschool Kindergarten 18 O’Byran Street Merbein Phone: 5025 2491 Email: Millewa Preschool King Street Werrimul Phone: 5028 1293 Email: Murrayville Preschool Cnr Francis & Gray Streets Murrayville Phone: 5095 2137 Email: Ouyen Preschool 78 Oke Street Ouyen Phone: 5092 1347 Email: Pasadena Preschool 115 Pasadena Grove Mildura Phone: 5023 1105 Email: Underbool Early Learning Centre 42 Cotter Street Underbool Phone 5094 6273 Email: Central Enrolment Kindergartens
Learning Stations Reading Read to self, your station buddy or a stuffed animal. Use story props, animals and puppets to retell story. Use retelling cards Poetry Create “Hey Diddle Diddle” poem by cutting out animals and objects from the rhyme and also by adding the poem label. Glue to black or blue paper to emphasize “night” time. Place in Poetry folder Writing Write little books for each letter of the week, using displayed word wall cards and sight word cards. Make a flip book, accordion book or diorama Art Use watercolors and white paper to create original paintings. Word study Fill Sand and Water table with Lakeshore letter/object tubs. Sort objects into containers by initial letter/sound. Computer Access websites: to play “The Quiet Machine, , , KidPix software, WebQuests research project, or Waterford early learning Puzzles & games Use the timer to see how long it takes to put together a puzzle of choice. Record in Learning Station journal. Compare to last week’s time. Did you get better? Manipulatives Copy or create a design with foam/wooden shape pieces Make a pattern with tiny erasers Build letters with unifix cubes Lego’s-make a new design Use magnet blocks to create 3-D images Blocks Use wooden blocks to build a real and pretend building. Tell how it can be used and what makes it special. Draw it in Learning Station journal.
Kindergarten Lesson Plans- October 2nd week Monday Tuesday Wednesday Thursday Friday Sight Words see, have I see the______. I have a ______. Letters Sort Ee and Cc word wall words and pictures onto pocket chart Discuss words with “ee” and words with “e” Compare long and short vowels. Sort Ee words by capital and lowercase on a T-chart Make c words, starting with “can” and changing “n” then change a to u Read along with teacher a poem/story with e and c words. Reading Read “Elmer” by David McKee. Color letters by color on elephant’s body. Draw favorite part of the story and explain why. Read another Elmer book and a elephant book. Compare both. Using marker, trace a large elephant. Mix white & black paint to create gray then paint. Read another “Elmer” story. Change him to another animal and create patterns Math Compare color patterns to shape patterns then copy and create them Act out movement patterns (hands up, down, up, down) Draw your own. Make pumpkin faces pattern with (happy, scary, surprised faces) Quiz Show e-instruction Patterns test Writer’s Workshop Introduce Eric Carle books. Read “Brown Bear, Brown Bear” Use puppets to retell story. Write a [what do you see] story Read “Slowly, Slowly said the Sloth” and “The Greedy Python” Compare characters. Finish yesterday’s story. Read “The Grouchy Lady Bug” Discuss why ladybug was a bully and what he learned. Write a grouchy story. Read “The Very Hungry Caterpillar” Notice and then make a progressive counting book. Read “Today is Monday” Notice days of the week and foods we like/don’t like. Finish weeks writing Science Weigh pumpkins on a scale. Compare each pumpkin and draw findings in journal. Measure pumpkins circumference. Compare each then draw findings. Break dried pumpkin seeds. View with magnifying glass. Record in journal. Notice changes in matter: how has the pumpkin changed over 2 weeks (mold) View pumpkin video from “Sid the Science Kid” at www.pbs.kids.org Social Studies Holiday focus-Halloween customs & traditions
PERFORMANCE MEASURE TASK FRAMEWORK TEMPLATE This template is used to organize performance tasks used in the SLO process. Performance Measure a. Performance Measure Name #1 Call and Response Task #2 Identifying Beat Task #3 Rhythmic Patterns Task #4 Moving to Music Task #5 Singing Task #6 Improvising with the Voice Task #7 Improvising with Instruments Task SLO Alignment b. Class/Course Title General Music c. Grade(s)/ Level K d. PA Standards , e. Performance Measure Purpose #1 Call and Response Task Measure student ability to duplicate a respond to a musical call. #2 Identifying Beat Task Measure student ability to listen and reproduce a beat. #3 Rhythmic Patterns Task Measure student ability to recognize and repeat rhythm and pattern with instruments. #4 Moving to Music Task Measure student ability to recreate rhythm and pattern through movement. #5 Singing Task Measure student ability to sing simple melodies. #6 Improvising with the Voice Task Measure student ability to improvise vocal music. #7 Improvising with Instruments Task Measure student ability to improvise music with instruments. Administration (Teacher) 1a. Administration Frequency Each of the tasks is administered once per marking period. 1b. Unique Task Adaptations/ Accommodations N/A 1c. Resources/ Equipment Classroom instruments, music recordings.
Priority of Access criteria If more eligible children are seeking a place at a kindergarten service than there are places available, children are required to be prioritised based on the following: High priority children Process that could be used to verify need(s) Children at risk of abuse or neglect and children in Care The child is: Attending a three year old kindergarten program through Early Start Kindergarten or Access to Early Learning, or referred by: Child Protection Child and family services (family services referral and support team, Child FIRST) Maternal and Child Health nurse Out-of-Home Care provider Aboriginal and/or Torres Strait Islander children Family identifies the child as an Aboriginal and/or Torres Strait Islander Asylum seeker and refugee children Appropriate visa that identifies the child and/or parents as a refugee or asylum seeker Children eligible for the Kindergarten Fee Subsidy Children or parents who hold a Commonwealth Care Card, Pensioner Concession Card, Veteran’s Affairs Card and multiple birth children Children with additional needs, defined as children: who require additional assistance in order to fully participate in the kindergarten program who require a combination of services which are individually planned who have an identified specific disability or developmental delay The child is: assessed as having delays in two or more areas and is declared eligible for a second year of funded kindergarten approved for Kindergarten Inclusion Support Package, or referred by: Early Childhood Intervention Service Preschool Field Officer Maternal and Child Health Nurse or Enhanced Home Visiting Nurse, or holds a Child Disability Health Care Card
St. Linus School Kindergarten Supply List Check when Purchased Quantity Description 2 rolls Paper Towels, 2 ply, 85 sheets 2 boxes Baby Wipes, Aloe, Soft Scented, 80 ct Tub 2 Large Pink Eraser, Latex Free 2 boxes Facial Tissue, Hypo-Allergenic, 200 ct 2 pack Antibacterial wipes canister 40 ct Fresh ’n up 1 pack Folders, Poly, 2 Pocket, 4 Pack, Blue, Red, Green, Yellow 3 boxes Crayola Crayons 24 ct 1 Crayola Markers, Washable, Classic Colors, Wide Tip, 8/set 4 Washable Glue Stick .74oz 4 #2 Pencils, Unsharpened, All Wood 1 Westcott Scissors for Kids 5”, Blunt Tip, Latex Free 1 Pencil Case, 3 Hole, 10” x7”, Mesh Front
Fluency Read with expression Reading rate Pause for punctuation Pause for punctuation Read with expression Reading rate Speaking and Listening; Research/Media Literacy Research musical instruments Talk about fiction and informational text How living things grow Play a guessing game Favorite recipes Talk about trying your best Talk about a trip Write about curious George Simon James books Good neighbors and good friends Comprehension Skills SKIILS: Details Story structure Sequence of events Conclusions Text and graphic features STRATEGIES: Infer/predict Analyze/evaluate Visualize Monitor/clarify Summarize SKILLS: Conclusions Compare/contrast Story structure Main idea and details Understanding characters STRATEGIES: Visualize Monitor/clarify Infer/predict Question Summarize Spelling, Grammar, Writing Grammar Pronouns: he, she, we Pronouns: they, it, I Proper nouns for days and months Questions (capitalization and punctuation) Exclamations (capitalization and punctuation Nouns: singular and plural Subject-verb agreement (past, present, future) Prepositions: for, to, with, from, of Prepositions: in, on, out, off, by Writing Informative: Lists Invitations Report FOCUS TRAITS: Organization Ideas *Conventions Persuasive: Response to literature Journal FOCUS TRAITS: Voice Ideas Sentence fluency *Conventions Performance Task Persuasive: The best poem is…” Persuasive: Take Care of the Earth, Please! Informative: How a See Grows expository Narrative: A Special Celebration Unit Concept ENVIRONMENTALISM DIVERSITY Essential Question: Why is taking care of the Earth important? How do the difference between people and things make the world more beautiful? ELA Focus Information text features Poetry Types of poems Folklore from other countries: The Little Red Riding Hood Comparing story versions SCIENCE: Soil and its features Rock characteristics Plants and soil Observing day and night Changes in the moon Sun and shadows Sun as source of energy SOCIAL STUDIES: Earth’s natural resources (Conservation) Harming the Earth Recycle, reuse, reduce Ways to help the Earth SCIENCE: Living/non-living things What plants need Plant parts How plants grow Different types of plants Plants we use SOCIAL STUDIES: People around the world (same/different) Children like me Families around the world Celebrations around the world Math Composing and decomposing teen numbers Measurement Comparing length, height, weight Compare capacity Position Two-dimensional shapes Three-dimensional shapes
Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set Students will count out a given number of objects Students will quickly recognize the cardinalities of small sets of objects Assessment Formative Assessment Lesson (FAL) MGSEK.CC.1-4 One to one correspondence, Counting Objects to 10, Numeral recognition, Understanding number relationships. Students are assessed on the standards taught so far in the unit. This allows teachers to address any students who may need remediation or acceleration. Adopted Resources My Math: Chapter 1: Counting numbers to 5 1.1 Count 1,2 and 3 1.2 Read, and write 1, 2, and 3 1.3 Count 4 and 5 1.4 Read and write 4 and 5 1.5 Read and write zero Chapter 2 Numbers to 10 2.1 Numbers 6 and 7 2.2 Number 8 2.3 Read and write 6 and 7 2.4 Number 9 2.5 Number 10 2.6 Read and write 9 and 10 *These lessons are not to be completed in seven days as it is way too much material. They are designed to help support you as you teach your standards. Adopted Online Resources My Math Teacher User ID: ccsde0(enumber) Password: cobbmath1 Student User ID: ccsd(student ID) Password: cobbmath1 Examplar User: Cobb Email Password: First Name 100th Birthday Celebration First in Math Student User ID: Password: Think Math: Chapters 1: Numbers to Ten 1.1 Number One 1.2 Number Two 1.3 Number Three 1.4 Number Four 1.5 Number Five 1.6 Working with Five 1.7 Number Six 1.8 Working with Six 1.9 Number Seven 1.10 Number Eight 1.11 Number Nine 1.12 Number Zero 1.13 Number Ten
Sequencing Numbers, a variety of activities. MGSEK.CC.2, 4a,b,c Constructing Task Whole/Small/Partner/Individual Subitizing, Counting objects to 10, Sequencing Numbers, Matching Number Words to Numbers Students begin to make the connection between numeral, pictures and words in a variety of activities. MGSEK.CC.1-4 Constructing Task Whole/partner Numeral recognition, number word recognition, Numeral writing Students practice connecting numerals to sets. MGSEK.CC.2, 4 Practice Task Whole/Small/Partner/Individual One to one correspondence Students practice counting and making a set of objects to represent a number. MGSEK.CC.1, 2, 4 Practice Task Partner One to one correspondence Students use one to one correspondence to count their way around a game board. MGSEK.CC.1, 2, 4 Constructing Task Whole/Partner One to one correspondence, Counting objects to 10, Numeral recognition Students practice counting forwards and backwards as they participate in a variety of activities.
State Tasks Task Name Standards Task Type/ Grouping Strategy Content Addressed Brief Description (11-20) MGSEK.CC.5a,b-7 Scaffolding Task Whole/Small Group Partner/Individual Number relationships, Comparing sets, One to one correspondence Students engage in numerous activities to count objects greater than ten. MGSEK.CC.1-4 Scaffolding Task Whole/Small Group Partner/Individual Counting, Numeral recognition, Number relationships, Recognizing number words Students engage in numerous activities to connect numerals, picture representations and words. The Cardinal Cup (revisited 11-19) MGSEK.CC.2,4 Constructing Task Whole Group/partner Counting and number sequence Students practice counting forwards and backwards. MGSEK.CC.4a,5a,b,6 Scaffolding Task Small Group/Individual Comparing sets, Number relationships Students work with one more and one less when completing the task. Not all State Tasks have been added due to the appropriateness of teaching these tasks until quarters 3-4.
- Materials are available to view on (It is recommended that you view material online before placing an order) Contact details: Contact name: Email: Organisation: Phone: Delivery address: Postcode: Organisation type: (tick one, or indicate type if other) Kindergarten/long day care Maternal and child health service Settlement organisation Playgroup Local council Other: FOR KINDERGARTEN SERVICES OR OTHER SERVICES Title Code Format Order quantity (max 100) Early Start Kindergarten - Information for Early Childhood Education and Care KCM004 A4 factsheet Early Start Kindergarten – Information for Child Protection and Child FIRST ECPD0049 A4 factsheet 1:11 educator to child ratio resources (max 5 per service) ELOU001 A4 Folder and 7 tip sheets Early Start Kindergarten – How it works in long day care centres KCM006 A4 6pp Brochure Children in Out of Home care – Information for long day care centres KCM007 A4 4pp Brochure Children in Out of Home care Agreement – Roles and Responsibilities KCM005 A4 1 page card
Higley Unified School District #60 Kindergarten Questionnaire Bridges Elementary 5205 S. Soboba Street Gilbert, AZ 85298 480.279.8700 (Fax 480.279.8705) Centennial Elementary 3507 S. Ranch House Parkway Gilbert, AZ 85297 480.279.8200 (Fax 480.279.8205) Chaparral Elementary 3380 E. Frye Road Gilbert, AZ 85295 480.279.7900 (Fax 480.279.7905) Coronado Elementary 4333 S. De Anza Blvd. Gilbert, AZ 85297 480.279.6900 (Fax 480.279.6905) Cortina Elementary 19680 S. 188th Street Queen Creek, AZ 85242 480.279.7800 (Fax 480.279.7805) Gateway Pointe Elementary 2069 S. Delatorre Drive Gilbert, AZ 85295 480.279.7700 (Fax 480.279.7705) Higley Traditional Academy 3391 E. Vest Ave. Gilbert, AZ 85295 480.279.6800 (Fax 480.279.6805) Power Ranch Elementary 4351 S. Ranch House Parkway Gilbert, AZ 85297 480.279.7600 (Fax 480.279.7605) San Tan Elementary 3443 E. Calistoga Dr. Gilbert, AZ 85297 480.279.7200 (Fax 480.279.7205) Student’s Legal Name Name to be Used in School Date of Birth Gender Home Phone Number Address City State Zip Code Mother’s Name Occupation Work Number Cell Number Father’s Name Occupation Work Number Cell Number Are there any custody issues of which your child’s teacher needs to be aware? Yes No Has there been a divorce death or illness in the family, which might affect your child? (If yes, please check which one and explain) Other Children in Family Age Grade Level
Marysville School District Elementary School Science Plan Kindergarten Unit/Topic NGSS Performance Expectations and Evidence Statements Mystery Science Lesson Science and Engineering Lesson Ideas and Resources ReadyGen ELA Curriculum Connection Use observations to describe patterns of what plants and animals (including humans) need to survive. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. *Release in Jan. 2017 Unit 1 Where is Home, Little Pip? A House for Hermit Crab Life in a Pond A Bed for Winter Unit 2 The Little House Four Seasons Make a Year Unit 3 Come On, Rain! Sleuth Read-Aloud: “Bear and Fox” Unit 5 The Tiny Seed Jack’s Garden Swirl by Swirl: Spirals in Nature Plant Patterns Unit 6 On the Town: A Community Adventure
June- Tools: Lions at - How is life today among the Maasai people of Africa different and similar from your life today in the US? (And… how is life specifically different among children?) - The Maasai people’s housing, food, and clothing uses the resources of the Serengeti and allows for survival in a harsh, hot climate. -Share the News- What games do you most love to play? -Share the News- What materials are your houses made of ? -Magic Tree House: Lions at Lunchtime by Mary Pope Osbourne Tools Nonfiction Powerpoints: * Life in the Serengeti * The African Savannah * Plant Adaptations * Animal Adaptations 1 & 2 Non fiction texts:
SMP Strongly in Place Satisfactory Making Progress/ Developing Area of Concern Make sense of problems and persevere in solving them. The student explained the problem and showed perseverance by identifying the purpose of the problem and selected and applied an appropriate problem solving strategy that lead to a thorough and accurate solution. The student explained the problem and showed perseverance when identifying the purpose of the problem, and selected an applied and appropriate problem solving strategy that lead to a generally complete and accurate solution. The student explained the problem and showed some perseverance in identifying the purpose of the problem, and selected and applied an appropriate problem solving strategy that lead to a partially complete and/or partially accurate solution. The student was unable to explain the problem and showed minimal perseverance when identifying the purpose of the problem. Attends to precision The student was precise by clearly describing their actions and strategies, while showing understanding and using appropriate vocabulary in their process of finding solutions. The student was precise by clearly describing their actions and strategies, while showing understanding and using grade-level appropriate vocabulary in their process of finding solutions. The student was precise by clearly describing their actions and strategies, while showing understanding and using appropriate vocabulary in their process of finding solutions. The student was unclear in their thinking and was unable to communicate Models and use of tools The student selected multiple efficient tools and correctly represented the tools to reason and justify their response. In addition this students was able to explain why their tool/ model was efficient The student selected an efficient tool and/or drew a correct representation of the efficient tool used to reason and justify their response. The student selected appropriate tools or drew a correct representation of the tools used to reason and justify their response. The student was unable to select an appropriate tool, draw a representation to reason or justify their thinking. Seeing structure and The student identified various patterns and structures in the number system and noticed connections to multiple areas of mathematics and real-life. The student identified patterns or structures in the number system and noticed connections to other areas of mathematics and real-life. The student identified a pattern or structure in the number system and noticed connections to other areas of mathematics or real-life. The student was unable to identify patterns, structures or connect to other areas of mathematics and/or real-life.
MONITORING OF STUDENT PROGRESS - Comprehension – Kinder Term 1, Week 5 Class:_____________ No Markers/Indicators Zone of High Performance 4+ Zone of Expected Achievement 3 2 Tier 1 Intervention 1 Tier 2 Intervention 0 Tier 3 Intervention NA Names of students
MONITORING OF STUDENT PROGRESS - Comprehension – Kinder Term 1, Week 10 Class:_____________ No Markers/Indicators Zone of High Performance 9+ Zone of Expected Achievement 8 7 6 Tier 1 Intervention 5 4 3 Tier 2 Intervention 2 1 0 Tier 3 Intervention NA Names of students
MONITORING OF STUDENT PROGRESS - Comprehension – Kinder Term 2, Week 10 Class:_____________ No Markers/Indicators Zone of High Performance 18+ Zone of Expected Achievement 17 16 15 14 Tier 1 Intervention 13 12 11 10 9 8 7 Tier 2 Intervention 6 5 4 3 2 1 0 Tier 3 Intervention NA Names of students
MONITORING OF STUDENT PROGRESS - Comprehension – Kinder Term 3, Week 10 Class:_____________ No Markers/Indicators Zone of High Performance 30+ Zone of Expected Achievement 29 28 27 26 25 24 23 22 21 Tier 1 Intervention 20 19 18 17 16 15 14 13 12 11 Tier 2 Intervention 10 9 8 7 6 5 Tier 3 Intervention 4 3 2 1 0 Names of students
MONITORING OF STUDENT PROGRESS - Comprehension – Kinder Term 4, Week 5 Class:_____________ No Markers/Indicators Zone of High Performance 32+ Zone of Expected Achievement 31 30 29 28 27 26 25 24 Tier 1 Intervention 23 22 21 20 19 18 17 16 15 14 13 Tier 2 Intervention 12 11 10 9 8 7 Tier 3 Intervention 6 5 4 3 2-0 Names of students
MONITORING OF STUDENT PROGRESS - Comprehension – Kinder Term 4, Week 10 Class:_____________ No Markers/Indicators Zone of High Performance 37+ 5 Year One Markers Zone of Expected Achievement 25-37 Consolidation of Markers Tier 1 Intervention 24 23 22 21 20 19 18 17 16 15 Tier 2 Intervention 14 13 12 11 10 9 Tier 3 Intervention 8 7 6 5 4 3 2 1 0 Names of students
Kindergarten Unit of Study Emergent Storybook – Class Checklist Unit 2 Emergent Storybook Observation Checklist-Assessment Name Student reads emergent storybooks independently and with a partner. Student uses a variety of strategies to read his/her emergent storybooks. Student makes plans with his/her reading partner to read their books. Student uses Post-its to mark ideas. Student thinks and talks about emergent storybooks with reading partner. Student reads in a storyteller’s voice. Student applies strategies to read unknown books. Student chooses a favorite emergent storybook. Student dramatizes favorite emergent storybooks with reading partner.
Read Aloud with Accountable Talk Planning Continuum September October November Unit of Study Launching the Reading Workshop Emergent Story Book Readers Use Strategies to Read Read Aloud Books Utilize narrative and informational text equally making sure emergent story books are read 4 times per title. Utilize emergent/Sulzby story books initially, use narrative and informational text the last weeks, as well as leveled readers, which include pattern books. Utilize informational text and narrative, as well as leveled readers, which include pattern books. Read Aloud Focus Readers love to read and reread their favorite books (Sulzby/Emergent Story books) Readers use the pictures to read stories in their own way, using a storyteller's voice Readers read informational text using a teaching voice Readers pay attention to details in pictures to help think about the text Readers read informational text and find gestures to help teach what was learned Readers act out characters feelings, actions, dialogue Readers read using their best storytelling voice Readers voices match the characters feelings, actions and dialogue Readers find their way in stories by remember what happens next Readers act out scenes from their favorite stories Readers faces show reactions to learning new information Readers talk with other readers about the books they are reading Readers remember the way a book goes Readers notice and talk about story elements Readers retell across their fingers Readers tell other readers what they are learning from informational text Readers notice patterns in books Readers use the patterns in books to read the next page and the next page Lesson Plan, Session 1 Concept Readers read using patterns in books. Teaching Point Readers think about how the pattern will go by thinking about the cover, title and pictures. Materials Bags/bins of books; varied by pattern books, emergent story book, previous shared reading in small form, look books, informational text, poems, songs and leveled text where appropriate. Shared reading text or read aloud that the class already has read together. Two unread patterned text (Lesson could use, Fruit Salad, level B, by Jill McDougall and The Birthday Cake, level A, by Joy Cowly or any other Level A-C pattern book which has a cover, title and pictures that support
Kindergarten Unit of Study Pattern Books – Class Checklist Unit 3 Observation Checklist-Assessment Skills and Strategies to Assess Name Readers think about how the pattern will go: Cover, title, pictures, repeat. Readers use one-to-one, holding pattern in their mind from page to page. Readers think about the way the pattern goes and predict from page to page. Readers use extra time to solve unknown parts of their books: Picture, first letters, pattern, reread. Readers check solved parts by asking, “Does that make sense, sound, right, look right? Readers make books come to life by rereading again, reading chorally, and acting like characters. Readers say what their books are all about by fitting each together: “This book is about…” Readers talk with their partner: “The title is…, the patter is…, this book is about…” Readers listen to their partners and ask questions: “Does that make sense, what’s your book about?”
reads teacher created pattern book. “…Cookies are yummy to eat at a birthday party. Cake is yummy to eat at a birthday party. Ice cream is yummy to eat at a birthday party. Cupcakes are yummy to eat at a birthday party.” “When I get to the end I want to write a surprise ending just like our mentor author, Kathy Caple. So I reread my book and thought about what would happen if I ate all of these things at a birthday party. I know . . . I would get a bellyache and bellyaches are yucky! “ “My surprise ending could go like this, ‘Bellyaches at a birthday party are yucky!’” “When writers want to write a surprise ending for their pattern books, they reread their pages and think what would make sense and surprise the reader.” Lesson Plan – Session 8, Continued Active Engagement “Writers, let’s try this with another book. Let’s try it with the book we wrote about our classroom.” Teacher rereads class pattern book “We know that our book is about things we like to do in our classroom. Let’s think what we could write to give our readers a surprise at the end.” “Writers, turn to your partner and tell them a possible surprise ending that would make sense and surprise our readers.” After turn and talk, have several students share possible surprise endings Teacher writes surprise ending on last page “Writers, we thought about our story and came up with an ending that made sense and surprised the reader.” Link ““Writers, as you begin writing your pattern books you can think about your story and your pattern and think about how you can change your ending, too.” Mid-Workshop Teaching Point Share two students’ surprise endings with the class. “Writers, please stop your writing and listen. You just have to hear the surprise ending Terry added to his pattern book.” Independent Writing and Conferring Share “Writers, it is time to surprise your readers with your surprise ending. Give me a thumb up if your surprise ending was funny. How about scary? What about sad? If you wrote a pattern book with a surprise ending will you please add it to our pattern book basket so that we can read your pattern book and be surprised by your ending?” “Let’s begin a chart on the special structures of pattern books. Tomorrow we are going to learn about other ways we can write a pattern book.”
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Name: _________________________________________ I checked for… My partner checked… capital “I” i I word wall words spaces between words all the sounds in words capitals at the front of sentences The cat is black. end punctuation “How To” Unit Editing Checklist
Optional Assessment/Conferring Tool – Kindergarten Unit 7: How-To Class Profile of Teaching and Learning Points Student Names Writers think about things they know how to do and create book covers Writers rehearse across their fingers to remember each step. Writers rehearse and touch pages to remember each step. Writers check to see if their directions are correct. Writers add to their pictures to help the reader understand the steps. Writers use a teaching voice in their writing. Writers use precise words. Writers add to their pictures. Writers have many ways to help them spell words. Writers use spaces between words. Writers have strategies to solve unknown words. Writers act out their How-To books with partners to revise. Writers use mentor text to help revise their How-To books. Writers use warnings and tips. Writers choose a writing piece and add or take out steps. Writers check their words and sentences. Writers improve their How-To with color, a book cover, and ‘about the expert’ page. Session 19 Writers celebrate and share with others.
Lesson for Chapter 2 Activities Literature Game Lesson 2.1 Numbers 1 to 5 (Orange #7) Mabel’s Place Bus Stop Lesson 2.2 - Mabel’s Place Bus Stop Lesson 2.3 - Mabel’s Place Bus Stop Lesson 2.4 Now you See It (Blue #7) Mabel’s Place Bus Stop Lesson 2.5 Up to 5 (Purple #7) Mabel’s Place Bus Stop Lesson for Chapter 3 Activities Literature Game Lesson 3.1 Super Six (Blue #15) Mabel’s Place Bus Stop Lesson 3.2 Super Six (Blue #15) Mabel’s Place Bus Stop Lesson 3.3 At 6s and 7s (Purple #15) Sensational Seven (Orange #15) Mabel’s Place - Lesson 3.4 At 6s and 7s (Purple #15) Sensational Seven (Orange #15) Bus Stop Lesson 3.5 Seeing Eight (Orange #17) A Nutty Story - Lesson 3.6 Seeing Eight (Orange #17) A Nutty Story - Lesson 3.7 Eight and Nine are Fine! (Purple #18) A Nutty Story - Lesson 3.8 Eight and Nine are Fine! (Purple #18) A Nutty Story - Lesson 3.9 Eight and Nine are Fine! (Purple #18) A Nutty Story -
Lesson for Chapter 6 Activities Literature Game Lesson 6.1 Bye Bye! (Blue #8) Numbers at the Lake Sailboat Subtraction Lesson 6.2 Away They Go! (Orange #8) Numbers at the Lake Sailboat Subtraction Lesson 6.3 Bye Bye! (Blue #8) Numbers at the Lake Sailboat Subtraction Lesson 6.4 Leftovers! (Purple #8) Numbers at the Lake Sailboat Subtraction Lesson 6.5 Leftovers! (Purple #8) Under the Umbrellas Sailboat Subtraction Lesson 6.6 I’m Taken! (Orange #16) Under the Umbrellas Sailboat Subtraction Lesson 6.7 Add and Subtract (Purple #18) Under the Umbrellas Sailboat Subtraction Lesson for Chapter 7 Activities Literature Game Lesson 7.1 11 and 12 (Blue #14) Stop the Picnic! Sweet and Sour Path Lesson 7.2 11 and 12 (Blue #14) Stop the Picnic! Sweet and Sour Path Lesson 7.3 13 and 14 (Orange #14) Stop the Picnic! Sweet and Sour Path Lesson 7.4 13 and 14 (Orange #14) Stop the Picnic! Sweet and Sour Path Lesson 7.5 15 and 16 (Purple #14) Summertime Math Sweet and Sour Path Lesson 7.6 15 and 16 (Purple #14) Summertime Math Sweet and Sour Path Lesson 7.7 15 and 16 (Purple #14) Summertime Math Sweet and Sour Path Lesson 7.8 17 and 18 (Blue #20) Summertime Math Sweet and Sour Path Lesson 7.9 17 and 18 (Blue #20) Summertime Math Sweet and Sour Path Lesson 7.10 19 and 20 (Blue #20) Stop the Picnic! Sweet and Sour Path
KINDERGARTEN Social Studies: Identity and Families Removed Content Changed Content New Content The purpose of classroom and school expectations Examples of technology used in students’ lives Groups and places that are part of students’ lives Students’ rights, roles and responsibilities as members of the classroom and school community Characteristics of different local environments Personal and family history and traditions, similarities and differences Rights, roles and responsibilities of individuals and groups People, places and events in the local community, and in local Yukon First Nations communities Science What’s Been Removed? What’s Changed? What’s New? Basic needs of plants and animals and their adaptations (Earth/Space Science) [Modified] The motion of objects depends on their properties (Physics) [Was Grade 1] Daily and seasonal changes affect all living things (Earth/Space Science) [Was Grade 1]
Module 5: Size and Position (9 days) M.P. 4 M.P. 5 M.P. 7 Know number names and the count sequence. Count to 100 by ones and by tens. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to tell the number of objects. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Big, Bigger Small, Smaller, Same size, On top of, Under, Next to, Behind, Between, Beside, In front of, L1 & 2 deal with counting and cardinality as students have to count objects in different size spaces. L 3 & 4 are more positional words. Do not keep all students back if they do not know them, but embed the troublesome words in the Everyday Counts and Reading.
M.P. 1 M.P. 2 M.P. 4 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to tell the number of objects. Understand the relationship between numbers and quantities; connect counting to cardinality. Understand addition, and understand subtraction. Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Fluently add and subtract within 5. sentence Total Unknown & Both Addends Unknown for Put Together/Take Apart Problems. Please refer to page 88 of the common core standards for further descriptions of these problem types. Module 18: Subtraction Stories (8 days) M.P. 1 M.P. 4 M.P. 5 M.P. 7 Know number names and the count sequence. Count to 100 by ones and by tens. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to tell the number of objects. Understand the relationship between numbers and quantities; connect counting to cardinality. Compare numbers. Minus, Left, How many more, Students need to master Result Unknown for Addition; Results Unknown for Take From; Total Unknown & Both Addends Unknown for Put Together/Take Apart Problems. Please refer to page 88 of the common core standards for further explanation.
Pagpapahayag ng Sariling Emosyon (PSE) Snack Time (Teacher-Supervised) Content Standard: Ang bata ay nagkakaroon ng pag-unawa sa kakayahang pangalagaan ang sariling kalusugan at kaligtasan. Performance standard: Ang bata nakapagpapamalas ng pagsasagawa ng mga pangunahing kasanayan ukol sa pansariling kalinisan sa pang-araw-araw na pamumuhay at pangangalaga para sa sariling kaligtasan. Learning Competency Code KPKPKK-Ih-1,SEKPSE-Ie-5 NAP TIME STORY TIME Developmental Domains: Listening Comprehension (LC) ,Attitude Towards Reading (ATR) Ang Bilog Na Itlog Ang Mukha Ni Bito Si Dilat,Si Pikit,Si Kindat,Si Kurap We Hear With Our Ears Ang Kuya Ni Karina Content Standard: The child demonstrates an understanding of information received by listening to stories and be able to relate within the context of their own experience. Performance standard: The child shall be able to listen attentively and respond/interact with peers and teacher/adult appropriately. Learning Competency Code LLKLC-00-1 to 2 ,LLKBPA-00-9 WORK PERIOD 2 Developmental Domains: Number and Number Sense (NNS) ,Pagkilala ng Sarili at Pagpapahayag ng Sariling Emosyon (PSE),Kasanayang “Fine Motor” (FM),Malikhaing Pagpapahayag (Creative Expression) ,Logic (L) ,Statistics and Probability (SP) Teacher-supervised: Emotions Patterns Independent: Worksheet: Patterns Teacher-supervised: Hand Game Independent: Shape Lacing: Circle Teacher-supervised: Hand Game Independent: Worksheet: Count and Add Teacher-supervised: Playdough Emotions Independent: Play dough: Circle Teacher-supervised: Graphing Emotions Independent: Worksheet: Patterns Content Standard: The child demonstrates an understanding of concepts of size, length, weight, time, and money.
ESL/Reach Unit 4 ELP 4.F.10 Language-Part Launch: Introduce the Big Question and Build Background T282-T285 ELP 1.C.2 Language-Part 1 Launch:Begin the Unit Concept Map T283 ELAR GK.1.G.1GK.4.A.1,GK.4.A2, GK.4A.3 Reading-Part 1 Big Book: Share “Sofia and the Sunflower T284-T287 ELAR GK.2.E.1: Language-Part 1 Develope Phonological Awareness: Match Initial Sounds T296 ELPS 2.C.1, 2.c.3,2.F.1 Language –Part 1 Language Function: Express Needs T297
ESL / Reach: Unit 4 ELP 1.E.3 Language: Language of the Day T296 ELP 3.H.3 Content Math: Sorting Fruits and Vegetables T96 ELAR GK.2.E.1 Language: Develop Phonological Awareness: Match Initial Sounds T300 ELP 1.C.2, ELP3.D.2 Vocabulary: Review Key Words T301 ELAR GK.1.F1, F1, GK.17.A.2, GK.3.D.1, D2 Reading: High Frequency Words: and T302-T303 ELAR GK.15.A.2 GK16.A.1.ii, ELP 5.B.2 Writing: Daily Writing Sentences T303
ESL/Reach: Unit 4 ELAR: GK.15.A.2 Writing: Daily Writing: Captions T299 ELP 1.C.2, 3.D.2 Vocabulary Review Key Words T301 ELAR GK.2.E.1, 2.H.1 Language Language of the Day T304 ELAR GK.2.E.1, 2.H.1 Language Develop Phonological Awareness: Match Initial Sounds T304 Content: Independent Work: Learning Stations T278-279
ESl / Reach: Unit 4 ELAR:GK.1.F.1,GK.1.F.2, Gk.17.A.2, GK.3.D.1,GK.3,D.2, 3.B.1 ELPS:4.C.1,5.C.1, Reading-Part 1 High Frequency Words: And T302-T303 ELAR GK.15.A2, GK.16.A.1.ii, ELP 5.B.2, 5.C.1 Writing-Part 1 Daily Writing:Sentences T303 Content- Part 1 Independent Work: Learning Stations T278-T279 Language – Part 1 Language of the Day T308 ELAR:GK.1.F.1,GK.1.F.2, Gk.17.A.2, GK.3.D.1,GK.3,D.2, 3.B.1 ELPS:4.C.1,5.C.1, Reading-Part 1 High Frequency Words: And T302-T303
ESL / Reach: Unite 4 ELAR GK.2.E.1, H.1 Language Develop Phonological Awareness: Match Initial Sounds T 304 ELAR GK.17.A.1-2, GK 3.A.1 Reading Phonics and Fluency: Initial Ee T304 ELAR GK.1.F.1-2, GK.18.C.1, ELP 3.B.2 Reading Genre Book: Share a Story T306-307 ELAR GK.1.F.1-2, GK.18.C.1, ELP 3.B.2 Content Independent Work: Learning Stations T278-279 ELAR GK.2.E.1, H.1 Language Language of the Day T312
Measurement Describes objects in terms of length or weight (longer than, shorter than, lighter than, heavier than, etc.) Measurement Describe measurable attributes of objects (Describe both length and weight of the same object) Compare two objects to describe difference Classify objects into given categories, count the numbers of objects in each category and sort the categories by number Student Behavior and Skills Kindergarten Entrance Benchmarks Kindergarten Exit Benchmarks/1st Grade Entrance Benchmarks Ties shoes Can help dress himself (coat, shoes) Button/unbutton, snap/unsnap, zip/unzip clothing Cuts with scissors/holds scissors appropriately Can cut pictures from a magazine and glue on paper (i.e., make a collage) Uses a fork properly Can play independently during play time Can follow simple directions Finishes one activity before starting another Walks in a line Can sit still and listen for at least 15 minutes Shares toys Can walk in a line with other children Mastery of Entrance Benchmarks Sits in circle or groups without touching others Takes turns Cleans up work area when asked Says nice, supportive things about others Follows directions given by teacher or other adults in classroom or school building Uses basic computer skills (use mouse to navigate, identify letters and numbers on keyboard)
Materials Models of birds, wings Community resources Experts, fieldtrips Reflection Methods (Individual, Group, and/or Whole Class) Journal/Learning Log X Focus Group x Whole-class Discussion X Fishbowl Discussion X Survey Other Project Teaching and Learning Guide Knowledge and Skills Needed by Students (to successfully complete culminating projects and to do well on summative assessments) Student needs to be able to: Find resources that help them learn about their bird. Student needs to be able to: Use text, audio, video, and pictures to inform their knowledge about their bird. Student needs to be able to: Sort and categorize by size and shape. Student needs to be able to: Use resources to fill out graphic organizers with specific information. Student needs to be able to: Take measurements and use a yard stick. Student needs to be able to: Add or subtract to find the wingspan of a particular bird. Questions to be Provided by the Project Teacher (to successfully complete culminating products and to do well on summative assessments) Teacher asks questions to recall facts, make observations, or demonstrate understanding: What is a bird? What are the features of birds? Teacher asks questions to summarize, organize, analyze or evaluate: What kind of birds can not fly and why? How and why does a bird’s wingspan vs height affect flight Teacher asks questions to apply or relate: What makes a bird fly? Teacher asks questions to predict, design, or create: What can the shape of a bird’s beak or feet tell us about the bird? What can the bird’s wingspan tell us about how this bird flies? Teacher Reflection: How did the unit flow? What worked well? What needs to be changed for next time? What did the students learn? What evidence do you have to support student’s learning? I was pleased with the flow of the unit. In hind site, I found a few fun models and activities during the unit that I wish I had found closer to the beginning. The students learned a great deal about birds, including habitat, diet, behavior, and flight characteristics. They learned about pushes and pulls in relation to the principles of flight. They created amazing bird models and books to show their learning.
Kindergarten Reading Workshop Writing Workshop September We Are Readers (1) RL, RI September Launching the Writing Workshop: Talking, Drawing, and Writing* N, I Emergent Reading: Looking Closely at Familiar Texts RI Storytelling Across the Pages: First Steps in Personal Narrative Writing (If-Then) N November Super Powers: Reading with Print Strategies and Sight Word Power (2) RL, RI November Writing Pattern Books to Read, Write, and Teach (If-Then) N, I and/or Looking Closely: Observing, Labeling, and Listing Like Scientists (If-Then) * I January Bigger Books, Bigger Reading Muscles (3) RL January Writing for Readers (2) N Growing Expertise in Little Books: Nonfiction Reading RI How-To Books: Writing to Teach Others (4) I Mid-March Persuasive Writing of All Kinds (3) O April-June Becoming Avid Readers (4)* AND Readers Get to Know Characters by Performing Their Books (If-Then)* RL, RI Small Moments: Personal Narrative Writing (Original Units of Study)* AND Music in Our Hearts: Writing Songs and Poetry (If-Then)* P, N