Quarter
2: Language Arts Standards
These are the
standards we are grading in Quarter 2.
Please let me know
if you have any questions or would like suggestions on how to help your child
at home.
Reading
Foundational Skills
FSK.1c Demonstrate understanding of the
organization and basic features of
print.
c.
Understand that words are separated by spaces in print.
FSK.1d d. Recognize/name all upper and lowercase
letters.
FSK.2b Demonstrate
understanding of spoken words, syllables, and sounds.
b. Count, pronounce, blend, segment
syllables in spoken words.
FSK.2d Isolate
and pronounce the initial, medial vowel, and final sounds in three-phoneme (consonant-vowel-consonant, or CVC) words.
Reading
Informational Text
RIK.3 …Describe the connection between two individuals,
events, ideas, or pieces of information in a text.
RIK.4 …Ask and answer questions about unknown
words in a text.
Reading
Literature
RLK.1 …Ask and answer questions about key details
in a text.
RLK.3 …Identify characters,
settings, and major events in a story.
RLK.4 …Ask and answer questions about unknown
words in a text.
Speaking and
Listening
SLK.2 Confirm understanding of a text … by asking and answering questions about key
details and requesting clarification if something is not understood.
SLK.4 Describe familiar people, places, things, and events
and, with prompting and support, provide additional detail.
SLK.6
Speak audibly and
express thoughts, feelings, and ideas clearly.
Language
LK.1d Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
d. Understand and use question words (e.g., who, what, where, when,
why, how).
LK.1f Produce
and expand complete sentences in shared language activities.
LK.2b Recognize and name end punctuation.
LK.4a Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on kindergarten reading and content.
a. Identify new meanings for familiar words and apply
them accurately (e.g., knowing duck is a bird and learning
the verb to duck).
LK.4b Use the
most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-,
pre-, -ful, -less) as a clue to the meaning of an unknown word.
LK.5b With guidance and support from adults, explore
word relationships and nuances in word meanings.
Demonstrate understanding of frequently occurring verbs and adjectives
by relating them to their opposites.
Quarter 2: Math Standards
Counting and Cardinality
K.CC.1 Count to 100 by ones and by tens.
K.CC.2 Count forward beginning from a given number
within the known sequence (instead of having to begin at 1).
K.CC.3 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).
K.CC.4 Understand
the relationship between numbers and quantities; connect counting to
cardinality.
a. When counting objects, say the number names in
the standard order, pairing each object with one and only one number name and
each number name with one and only one object.
b. Understand that the last number name said tells
the number of objects counted.
c. Understand that each successive number name
refers to a quantity that is one larger.
K.CC.5 Count to answer “how many?” questions about
as many as 20 things arranged in a line, a rectangular 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.
K.CC.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.
K.CC.7
Compare two numbers between 1 and 10
presented as written numerals.
Number and Operations - Base Ten
K.NBT.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.
Geometry
K.G.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.
K.G.2 Correctly name
shapes regardless of their orientations or overall size.
K.G.3 Identify shapes as
two dimensional (lying in a plane, “flat”) or three dimensional (“solid”).
K.G.4 Analyze and compare
two- and three-dimensional shapes, in different sizes and orientations,
using informal language to describe their similarities, differences, parts
(e.g., number of sides and vertices/“corners”) and other attributes (e.g.,
having sides of equal length).
K.G.5 Model shapes in the
world by building shapes from components (e.g., sticks and clay balls) and
drawing shapes.
Have a wonderful
quarter,
Ms.
O’Donnell
