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School City of Hobart |
| Reading Operations |
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Word Recognition, Fluency, Vocabulary
The learner will be able to know about letters, words, and sounds. They apply this knowledge to read simple sentences.
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K.1.1
The learner will be able to identify the front cover, back cover, and title page of a book.
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K.1.2
The learner will be able to follow words from left to right and from top to bottom on the printed page.
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K.1.3
The learner will be able to understand that printed materials provide information.
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K.1.4
The learner will be able to recognize that sentences in print are made up of separate words.
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K.1.5
The learner will be able to distinguish letters from words.
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K.1.6
The learner will be able to recognize and name all capital and lowercase letters of the alphabet.
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K.1.7
The learner will be able to listen to two or three phonemes (sounds) when they are read aloud, and tell the number of sounds heard, whether they are the same or different, and the order. Example: Listen to the sounds /f/, /m/, /s/ or /l/, /n/, /v/. Tell how many sounds were heard and whether any sounds were the same. *When letters have a slanted line before and after them, such as /f/, /sh/, /b/, this represents the sound the letter makes, not the name of the letter. .
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K.1.8
The learner will be able to listen and say the changes in spoken syllables (a word or part of a word that contains one vowel sound) and words with two or three sounds when one sound is added, substituted, omitted, moved, or repeated. Example: Listen to the word bat and tell what word is left when you take the /b/ sound away. Tell what word is left when you take the /br/ sound away from the spoken word brother. .
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K.1.9
The learner will be able to blend consonant-vowel-consonant (cvc) sounds aloud to make words. Example: Listen to the sounds /b/, /e/, /d/ and tell what word is made. .
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K.1.10
The learner will be able to say rhyming words in response to an oral prompt. Example: Say a word that rhymes with cat. .
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K.1.11
The learner will be able to listen to one-syllable words and tell the beginning or ending sounds. Example: Tell what sound you hear at the beginning of the word girl. .
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K.1.12
The learner will be able to listen to spoken sentences and recognize individual words in the sentence; listen to words and recognize individual sounds in the words.
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K.1.13
The learner will be able to count the number of sounds in a syllable; count the number of syllables in words.
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K.1.14
The learner will be able to match all consonant sounds (mad, red, pin, top, sun) to appropriate letters.
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K.1.15
The learner will be able to read one-syllable and high-frequency (often-heard) words by sight.
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K.1.16
The learner will be able to use self-correcting strategies when reading simple sentences.
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K.1.17
The learner will be able to read their own names.
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K.1.18
The learner will be able to understand the alphabetic principle, which means that as letters in words change, so do the sounds.
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| Study and Research Skills |
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K.1.19
The learner will be able to learn and apply knowledge of alphabetical order when using a classroom or school library/media center.
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| Vocabulary |
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K.1.20
The learner will be able to identify and sort common words in basic categories. Example: Tell whether the words blue, yellow, and red are colors, shapes, or foods. Tell the names of some favorite colors. .
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| Reading Operations |
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K.1.21
The learner will be able to identify common signs and symbols. Example: Identify the meanings of common signs and symbols, such as stop signs or store signs, from the colors, shapes, logos, and letters on these signs or symbols. .
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READING: Comprehension
The learner will be able to identify the basic facts and ideas in what they have read, heard, or seen. They use comprehension strategies, such as generating and responding to questions and comparing new information to what is already known, to understand what they read. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. In Kindergarten, students will listen to and begin to read grade-level-appropriate classic and contemporary literature, nursery rhymes, alphabet books, dictionaries, and online information.
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K.2.1
The learner will be able to locate the title and the name of the author of a book.
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K.2.2
The learner will be able to use picture clues and context to aid comprehension and to make predictions about story content. Example: Follow along with the text and pictures while a story, such as Make Way for Ducklings by Robert McCloskey, is being read aloud. At different points in the story, tell what might happen next and how the story might end. .
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K.2.3
The learner will be able to connect the information and events in texts to life experiences. Example: Tell about a trip to a farm after reading or listening to a book about a farm, such as Going to Sleep on the Farm by Wendy Lewison or The Town Mouse and the Country Mouse: An Aesop Fable by Janet Stevens. .
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K.2.4
The learner will be able to retell familiar stories. Example: Retell the story of a folktale, such as the version of The Three Little Pigs by Steven Kellogg. .
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K.2.5
The learner will be able to identify and summarize the main ideas and plot of a story. Example: Listen to a folktale, such as the version of The Little Red Hen by Paul Galdone or The Three Billy Goats Gruff by Tim Arnold. Then, discuss with the class the main events of the story and the characters in the story. After listening to an information story that is read aloud, such as Bears, Bears, and More Bears by Jackie Morris, tell about the main ideas that were learned. .
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| Listening |
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READING: Literary Response and Analysis
The learner will be able to listen and respond to stories based on well-known characters, themes (the main idea of a story), plots (what happens in a story), and settings (where a story takes place). The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students.
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K.3.1
The learner will be able to distinguish fantasy from reality. Example: Listen to The Day Jimmy's Boa Ate the Wash, Trinka Hakes Noble's story about a class field trip to a farm, and Farming, Gail Gibbons' nonfiction book about farming. Tell how these two books are different. .
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| Reading Operations |
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K.3.2
The learner will be able to identify types of everyday print materials. Example: Walk around the school and identify the signs in the school, such as EXIT, Principal's Office, and Restrooms. Tell the difference between a storybook and a beginners' dictionary. .
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| Listening |
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K.3.3
The learner will be able to identify characters, settings, and important events in a story. Example: Identify the main characters in a story, such as Noisy Nora by Rosemary Wells. Describe the setting in a familiar story, such as Goodnight Moon by Margaret Wise Brown. Retell the important events in a story, such as the folktale Jack and the Beanstalk. .
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K.3.4
The learner will be able to identify favorite books and stories.
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| Writing |
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WRITING: Process
The learner will be able to discuss ideas and tell stories for someone to write. Students use pictures, letters, and words to write.
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K.4.1
The learner will be able to discuss ideas to include in a story.
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K.4.2
The learner will be able to tell a story that the teacher or some other person will write.
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K.4.3
The learner will be able to write using pictures, letters, and words.
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K.4.4
The learner will be able to write phonetically spelled words (words that are written as they sound) and consonant-vowel-consonant words (demonstrating the alphabetic principle). Example: Write correctly simple words, such as man, cat, and run, and spell other words as they sound, such as whale as wal, jumps as jmps, and bigger as bigr, showing an understanding of what letters represent certain sounds. .
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K.4.5
The learner will be able to write by moving from left to right and from top to bottom.
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WRITING: Applications
The learner will be able to begin to write and draw pictures for specific purposes and for a specific audience (intended reader). (Different Types of Writing and Their Characteristics).
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K.5.1
The learner will be able to draw pictures and write words for a specific reason. Example: Draw a picture or write to a friend or a family member to tell about something new at school. .
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K.5.2
The learner will be able to draw pictures and write for specific people or persons. Example: Write or dictate an invitation to a parent to attend a classroom event. .
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WRITING: English Language Conventions
The learner will be able to begin to learn the written conventions of Standard English.
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K.6.1
The learner will be able to write capital and lowercase letters of the alphabet, correctly shaping and spacing the letters.
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| Spelling |
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K.6.2
The learner will be able to spell independently using an understanding of the sounds of the alphabet and knowledge of letter names. Example: Spell correctly common words, such as cat, or spell by how the word sounds, such as kat. .
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| Speaking |
| The Speaking Unit focuses on techniques and strategies (voice modulation, body language, ordering of ideas, visual aids, etc.) to convey meaning and to present information and opinions to groups. This unit includes formal and informal communication, debate skills, and verbal/nonverbal communication. |
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Listening and Speaking
The learner will be able to listen and respond to oral communication. They speak in clear and coherent sentences. Students deliver brief oral presentations about familiar experiences or interests.
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| Listening |
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K.7.1
The learner will be able to understand and follow one- and two-step spoken directions.
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| Speaking |
| The Speaking Unit focuses on techniques and strategies (voice modulation, body language, ordering of ideas, visual aids, etc.) to convey meaning and to present information and opinions to groups. This unit includes formal and informal communication, debate skills, and verbal/nonverbal communication. |
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K.7.2
The learner will be able to share information and ideas, speaking in complete, coherent sentences.
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K.7.3
The learner will be able to describe people, places, things (including their size, color, and shape), locations, and actions.
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K.7.4
The learner will be able to recite short poems, rhymes, and songs.
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K.7.5
The learner will be able to tell an experience or creative story in a logical sequence.
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Persuasion: Support/Rhetorical Strategy
The learner will be able to use a variety of rhetorical strategies to support statements in a persuasive presentation.
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General: Props/Visuals/Graphs/Improve
The learner will be able to use props, visuals, graphs, and electronic media to improve the appeal and accuracy of his/her presentation.
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Practices: Assess/Deliver
The learner will be able to thoughtfully assess oral communication practices and deliver focused formal and extemporaneous presentations that convey clear, precise perspectives combining narration, exposition, persuasion and description and use Standard English conventions.
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Verbal/Nonverbal: Strategies/Analyze
The learner will be able to analyze speaking purpose, occasion, and audience in order to select appropriate verbal and non-verbal communication techniques.
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Interview: Language Choices
The learner will be able to use mature, sensitive language during an interview that communicates respect.
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Response: Ideas/Support/References
The learner will be able to provide oral responses to literature that support significant ideas and perspectives with precise and detailed references to the text and to other works.
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Response: Awareness/Appreciation
The learner will be able to provide an oral response to literature that demonstrates an awareness and appreciation of an author's use of stylistic devices.
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Descriptive: Appearance/Images
The learner will be able to deliver a descriptive presentation that effectively utilizes factual descriptions of appearance, concrete images, changing perspectives and vantage points, and sensory detail.
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Persuasion: Presentation
The learner will be able to deliver a persuasive presentation.
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Persuasion: Listener Concern/Anticipate
The learner will be able to deliver a persuasive presentation that anticipates the concerns of the listener.
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Persuasion: Listener Argument/Anticipate
The learner will be able to deliver a persuasive presentation that anticipates the counter-arguments of the listener.
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Persuasion: Listener Concern/Address
The learner will be able to deliver a persuasive presentation that addresses the concerns of the listener.
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Persuasion: Listener Argument/Address
The learner will be able to deliver a persuasive presentation that addresses counter-arguments of the listener.
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Persuasion: Organize/Coherent/Logical
The learner will be able to organize ideas in support of his/her argument in a coherent, logical manner.
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Strategies: Gestures/Tone/Vocabulary
The learner will be able to use appropriate gestures, tone, and vocabulary for a given audience and purpose.
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Style/Organization: Speaking Devices
The learner will be able to select speaking devices which support introductions and conclusions appropriately.
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Debate: Techniques
The learner will be able to use debate techniques.
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Evaluator: Judgement/Evidence
The learner will be able to pass judgement on discussion ideas and support his/her judgements with evidence.
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Form: Elements/Traditional/Identify
The learner will be able to identify elements of traditional speech form.
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Form: Traditional/Arguments/Rational
The learner will be able to use traditional speech forms to develop rational arguments.
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Speech: Extemporaneous
The learner will be able to prepare notes for an extemporaneous speech.
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Interview: Subject/Organization
The learner will be able to show knowledge of the subject or organization addressed in an interview.
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Interview: Use/Skills
The learner will be able to use appropriate interview skills.
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Interview: Response/Report Information
The learner will be able to collect interview responses and report information obtained.
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Interview: Evaluate
The learner will be able to evaluate the effectiveness of an interview.
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Response: Ambiguity/Nuance/Complexity
The learner will be able to provide an oral response to literature which recognizes the effect ambiguity, nuance, and complexity have on the text.
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Response: Interpretation/Important Ideas
The learner will be able to provide oral responses to literature which offer an interpretation that shows a comprehensive understanding of the text's important ideas.
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Response: Ambiguity/Nuance/Complexity
The learner will be able to provide an oral response to literature which evaluates the effect ambiguity, nuance, and complexity have on the text.
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Introduction/Conclusion: Quotation
The learner will be able to use quotations, anecdotes or references to respected sources to develop the introduction and conclusion of an oral presentation.
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Narrative: Presentation/Deliver
The learner will be able to deliver a narrative presentation.
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Narrative: Events/Significance
The learner will be able to describe a sequence of events and explain their significance when delivering a narrative presentation.
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Narrative: Scenes/Incidents/Specific
The learner will be able to place scenes and incidents in specific settings when presenting a narrative.
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Narrative: Description/Detailed/Sights
The learner will be able to give detailed descriptions of sights, sounds, and smells of a scene when presenting a narrative.
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Narrative: Actions/Movements/Characters
The learner will be able to describe in detail the specific actions, movements, gestures, and emotions of characters when presenting a narrative.
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Narrative: Pace
The learner will be able to deliver a narrative presentation which properly paces the events to allow for changes in time and/or mood.
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Descriptive: Presentation/Deliver
The learner will be able to deliver a descriptive presentation.
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Descriptive: Topic/Perspective
The learner will be able to deliver a descriptive presentation that conveys a clear spatial perspective on the topic.
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Descriptive: Topic/Relationship
The learner will be able to deliver a descriptive presentation that clearly communicates his/her relationship to the topic.
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Expository: Deliver
The learner will be able to deliver an expository presentation.
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Expository: Listener Misunderstanding
The learner will be able to deliver an expository presentation that anticipates the possible misunderstandings of the listener.
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Expository: Listener Bias/Anticipate
The learner will be able to deliver an expository presentation that anticipates the possible biases of the listener.
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Expository: Listener Expectation
The learner will be able to deliver an expository presentation that anticipates the possible expectations of the listener.
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Expository: Technical Terms
The learner will be able to deliver an expository presentation which uses technical terms and notations appropriately.
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Expository: Listener Misunderstanding
The learner will be able to deliver an expository presentation that addresses the possible misunderstandings of the listener.
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Expository: Listener Bias/Address
The learner will be able to deliver an expository presentation that addresses the possible biases of the listener.
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Expository: Listener Expectation/Address
The learner will be able to deliver an expository presentation that addresses the possible expectations of the listener.
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Expository: Perspectives/Information
The learner will be able to provide information on all pertinent perspectives when delivering an expository presentation.
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Expository: Thesis/Claims/Support
The learner will be able to support a thesis and related claims with evidence when delivering an expository presentation.
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Expository: Differentiate/Importance
The learner will be able to deliver an expository presentation which differentiates between the relative value and importance of ideas, facts, and information.
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Expository: Primary/Secondary
The learner will be able to create an expository presentation which communicates ideas and information from primary and secondary sources precisely and coherently.
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Expository: Charts/Maps/Graphs
The learner will be able to create an expository presentation which includes visuals developed with technology and is organized and displayed on charts, maps, and graphs.
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Questions: Respond/Effectively
The learner will be able to effectively respond to interview questions.
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Questions: Ask/Generate
The learner will be able to generate and ask appropriate questions in interviews.
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Techniques: Use
The learner will be able to use persuasive techniques while speaking.
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Techniques: Support/Evidence/Facts
The learner will be able to deliver a persuasive presentation which clarifies and supports positions with accurate and relevant evidence, including facts, expert opinions, quotations, expressions of popularly held beliefs, and logical reasoning.
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