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OLGC School 2018-2019

Kindergarten Goals for the First Quarter

Subject: Language Arts Teacher: Mra. Bernice Quidayan Assistant: Ms. JoAnn Pamplona

Catholic Schools of Hawaii (CSOH) STANDARDS

READING STANDARDS FOR LITERATURE (RL): Key Ideas and Details RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, and Scripture stories, including key details.

RL.K.3 With prompting and support, identify characters, settings, and major events in a story or Scripture story. RL.K.5 Recognize common types of texts (e.g. storybooks, poems, Scriptures). RL.K.6 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 RL.K.7 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). Range of Reading and Level of Text Complexity RL.K.10 Actively engage in group reading activities with purpose and understanding. READING STANDARDS FOR INFORMATIONAL TEXT (RI):Key Ideas and Details RI.K.1 With prompting and support, ask and answer questions about key details in a text. RI.K.2 With prompting and support, identify the main topic and retell key details of a text, including church documents. RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.5 Identify the front cover, back cover, and title page of a book. RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Integration of Knowledge and Ideas RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Range of Reading and Level of Text Complexity RI.K.10 Actively engage in group reading activities with purpose and understanding.

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READING STANDARDS: FOUNDATIONAL SKILLS (RF): Print Concepts

RF.K.1 Demonstrate understanding of the organization and basic features of print. RF.K.1a Follow words from left to right, top to bottom, and page by page.

RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters. RF.K.1c Understand that words are separated by spaces in print. RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet. RF.K.1e With support and tools, recognize a letter’s position in the alphabet. Phonological Awareness RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.K.2b Count, pronounce, blend, and segment syllables in spoken words. RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Phonics and Word Recognition RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. RF.K.3c Read common high-frequency words by sight . RF.K.3d Fluency Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

WRITING STANDARDS (W): Text Types and Purposes W.K.1 Use a combination of drawing, dictating, pre-writing, 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 . . .).

W.K.2 Use a combination of drawing, dictating, pre-writing, and writing to compose

informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

W.K.3 Use a combination of drawing, dictating, pre-writing, 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.

SPEAKING AND LISTENING STANDARDS (SL): Comprehension and Collaboration SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and

texts with peers and adults in small and larger groups. SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking

about the topics and texts under discussion). SL.K.1b Continue a conversation through multiple exchanges.

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SL.K.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.

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

Presentation of Knowledge and Ideas SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide

additional detail. SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. LANGUAGE TANDARDS (L): Conventions of Standard English L.K.1 Demonstrate command of the

conventions of standard English grammar and usage when writing or speaking. L.K.1a Print all upper- and lowercase letters. L.K.1b Use frequently occurring nouns and verbs.

L.K.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

L.K.1e Use the most frequently occurring prepositions . L.K.2a Capitalize the first word in a sentence and the pronoun I. L.K.2b Recognize and name end punctuation. L.K.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). L.K.4a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a

bird and learning the verb to duck). L.K.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the

categories represent. L.K.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to

their opposites (antonyms). L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are

colorful). L.K.5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk,

march, strut, prance) by acting out the meanings. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and

responding to texts. Extensions for home: Lexia (Details will be sent home Late August 2018) Library Card

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Personal Journal

Subject: Math CSOH Standards: Counting and Cardinality K.CC.1 Count to100 by ones and by tens. K.CC.2 Count forward from a given number within the known sequence. K.CC.3 Represent a number of objects with a numeral from 0-20 verbally and in writing. K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. K.CC.4a Count objects by using the number name in the standard order understanding that the number name relates to the quantity counted no matter how the objects are arranged. K.CC.4b Understand that the last number name said tell as the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.4c Understand that each successive number name refers to a quantity that is one larger than the number name that came before it. 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 by using matching and counting strategies. K.CC.7 Compare written numbers up to 10 and arrange in numerical order. Operations and Algebraic Thinking K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way. Example: by using objects or drawings, and record each by a drawing or equation (e.g., 6 = 3 + 3, 6 = 2 + 4, 6 = 1 + 5). K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number. Example: Use objects or drawings, and record the answer with a drawing or equation. K.OA.6 Extend, describe, and create patterns using pictures, objects, sounds, movement. Measurement and Data K.MD.1 Compare and order objects indirectly or directly using measurable attributes such as length, height and weight. K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute and describe the difference. Example: Compare the heights of two children and describe one child as taller/shorter. K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10). K.MD.4 Demonstrate an understanding of the concept of time, using identifiers such as morning, afternoon, day, week, month, year, before/after, and shorter/longer. K.MD.6 Use appropriate tools to measure. K.MD.7 Organize, represent and interpret data using pictures, graphs, tally charts, and bar graphs. K.MD.8 Use graphs to answer questions. Geometry K.G.1 Describe objects in the physical world using names of shapes, and describe the relative positions of these objects using terms such as above, below, besides, 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 or three-dimensional. Example: lying in a plane, ‘flat’- squares, triangles, circles, rectangles, ovals, hexagons Example: ‘solid’ -spheres, cubes, cylinders

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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, and other attributes. Example: number of sides and vertices/corners. Example: having sides of equal length. K.G.5 Model shapes in the world by building shapes from components and drawing shapes. Example: sticks and clay balls K.G.6 Compose simple shapes to form larger shapes. Example: Join two triangles with full sides touching to create a rectangle. ASSIGNMENTS THAT WILL ASSESS STUDENTS’ MASTERY OF THE ABOVE STANDARDS: Assignments Everyday Routine: Calendar meeting. Using our classroom calendar to learn cardinality, graphing (weather graph), tallying, ten frames, dominoes, and dot cubes. Circle counting game by ones and tens. Promethean: Jack Hartman’s Zero the Hero exercise. Classwork and homework: Number watch WS (includes, ten frame, tallying, base 10 counting, identifying word numbers and numerical equivalent, what comes before and after each focus number) Math centers to introduce the standards mentioned above and to later instill fluency and mastery of the targeted standards. Math workbook Math worksheets Project: All About Me Book (comparing attributes with peers using the data in their ALL About Me Book) Extensions for home: You Tube: Jack Hartman’s Zero the Hero Simple Solutions Daily Homework Refer to HW calendar for some Math activities or games to play as a family.

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Subject: Religion Teacher: Miss Melody Anzai

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Extensions for home: Family Faith Formation Nights September 14 and 15 School Vigil Mass September 15 5:00 p.m.

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Subject: Science

CSOH STANDARDS STEM: K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to

change to define a simple problem that can be solved through the development of a new or improved object or tool.

K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

K-LS1 From Molecules to Organisms: Structures and Processes

K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to

survive.

ESS2 Earth's Systems

K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time. K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can

change the environment to meet their needs. K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to

survive. K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.

K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.

HEALTH STANDARD 1: Students will comprehend concepts related to health promotion and disease prevention to

enhance health. • MENTAL AND EMOTIONAL HEALTH: The student identifies a variety of feelings (e.g., anger, joy, sadness,

frustration) and describes appropriate and inappropriate ways to express them. • HEALTHY EATING AND PHYSICAL ACTIVITY: The student describes the health benefits of exercise (e.g.,

increased energy, a way to make friends, helps to maintain healthy weight.)

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• PROMOTONG SAFETY AND PREVENTING VIOLENCE AND UNINTENTIONAL INJURY: The student identifies safe behavior in a range of situations (e.g., fire, water, traffic, pedestrian, bike, home, medicine cabinet, school, recreation, or around strangers and animals).

STANDARD 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health.

• PERSONAL HEALTH AND WELLNESS The student explains basic influences relevant to healthy behaviors and choices (e.g., commercials selling unhealthy snacks, overeating when feeling sad or depressed).

STANDARD 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

• COMMUNICATION SKILLS ACROSS TOPIC AREAS The student shows how people communicate in

ways other than speaking (e.g., people communicate nonverbally with gestures, body language, and facial expressions).

The student demonstrates appropriate ways to express feelings, wants, and needs (e.g., using “I” messages, being assertive yet polite).

Subject: Social Studies

CSOH STANDARDS

Civics Understands ideas about civic life, politics, and government 1.Knows examples of situations in which individuals are acting on their own and situations in which individuals'

actions are directed by others [ Targeted Standards:11 P:2 ] 2. Knows example of authority and power without authority [ Targeted Standards:6 I:7 ] 3. Knows some of the problems that might result from lack of effective authority [ Targeted Standards:3 I:4 ] Understands the essential characteristics of limited and unlimited governments 1. Knows that people in positions of authority have limits on their authority [ Targeted Standards:8 I:9 ] Understands the sources, purposes, and functions of law, and the importance of the rule of law for the

protection of individual rights and the common good 1. Knows that justice means essentially the same thing as fairness. [ Targeted Standards:5 I:5 ] 2. Knows that a good rule or law solves a specific problem, is fair, and “does not go too far”. [ Targeted Standards:6 P:3 ] Understands how certain character traits enhance citizens’ ability to fulfill personal and civic responsibilities 1. Knows that a responsibility is a duty to do something or not to do something. [ Targeted Standards:8 P:3 ] Knows examples of situations that involve responsibility and the sources of responsibility [ Targeted Standards:6 P:2 ] 3. Knows some of the benefits of fulfilling responsibilities, e.g., � praise and approval from parents, increased

confidence and self-esteem.

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[ Targeted Standards:9 P:2 ] Understands the importance of political leadership, public service, and acknowledgeable citizenry in American

constitutional democracy 1. Knows that a good leader puts the interests of the people ahead of personal interests [ Targeted Standards:4 P:1 ] 2. Knows the characteristics of a good leader [ Targeted Standards:6 P:1 ] Geography THE WORLD IN SPATIAL TERMS Standard 1: Knows the location of places, geographic features, and patterns of

the environment. 1. Knows the location of school, home, neighborhood, community, state, and country. [ Targeted Standards:10 P:5 ] Standard 2: Understands the characteristics and use of spatial organization of Earth’s surface. 1. Identifies physical and human features in terms of the four spatial elements [ Targeted Standards:2 I:2 ] 2. Knows the absolute and relative location of a community and places with it [ Targeted Standards:3 I:3 ] PLACES AND REGIONS Standard 3: Understands the physical and human characteristics of place. 1. Knows thy physical and human characteristics of the local community [ Targeted Standards:6 P:1 ] 2. Knows that places can be defined in terms of their predominant human and physical characteristics [ Targeted Standards:2 I:2 ] Standard 4: Understands the concept of regions 1. Knows areas that can be classified as regions according to physical criteria [ Targeted Standards:5 I:5 ] 2. Knows areas can be classified as: a. political regions; b. population regions; c. economic regions; and d.

language regions. [ Targeted Standards:3 I:3 ] Standard 5: Understands the patterns and networks of economic interdependence on Earths’ surface. 1. Knows the modes of transportation used to move people, products from place to place, their importance and

their advantages and disadvantages [ Targeted Standards:5 P:3 ]

Subject: IT

Teacher: Mr. Warren Cabading CSOH Standards: CompetencyGoal1:Thelearnerwillunderstandimportantissuesofatechnology-basedsocietyandwillexhibitethicalbehaviorintheuseofcomputerandothertechnologies.

1.1 Identifythecomputerasamachinethathelpspeopleworkandplay

1.2 Identifythephysicalcomponentsofacomputersystem.1.3 Demonstraterespectfortheworkofothers.1.4 Demonstratecorrectcareanduseofcomputers.1.5 Identifywordprocessingsoftwareasatoolforwriting

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