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Goddard: Grade Kindergarten -Common Core State Standards (CCSS) English/Language Arts
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.1Boxed Sub-heading:Conventions of Standard EnglishStandard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Grammar Conventions
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Write Speak Demonstrate orally Produce and expand
This standard means a student will know and be able to do…(use your own words)
Speak using nouns and verbs Demonstrate orally the use of plural nouns Produce question words Produce and expand complete sentences Use prepositions Write upper and lower case letters
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
Speaking in complete sentences
KASCD: May 30-31, 2012 1
Know wh question words Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 2
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.1aBoxed Sub-heading: Conventions of Standard EnglishStandard: Print many upper- and lowercase letters.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Letters
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
This standard means a student will know and be able to do…(use your own words)
The student can print upper and lowercase letters. Essential Questions:
Can I print upper and lowercase letters?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 Concepts of print (know difference between letter, word, number) 2 Formation of letters
KASCD: May 30-31, 2012 3
3 Recognize letters Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 4
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.1bBoxed Sub-heading: Conventions of Standard EnglishStandard: Use frequently occurring nouns and verbs.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Nouns Verbs
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Use
This standard means a student will know and be able to do…(use your own words)
The student can correctly use nouns and verbs when speaking or writing. Essential Questions:
Can I communicate using appropriate nouns and verbs?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 Speaking in a complete sentence 2 Write a complete sentence
KASCD: May 30-31, 2012 5
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 6
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.1cBoxed Sub-heading: Conventions of Standard EnglishStandard: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Plural nouns
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Form-make Adding /s/ /es/
This standard means a student will know and be able to do…(use your own words)
The student can form plural nouns /s/ /es/ when speaking. Essential Questions:
Can I use appropriate plural nouns when speaking?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 Know what a noun is 2 By looking at a picture recognize if it is one or more than one
KASCD: May 30-31, 2012 7
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 8
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.1dBoxed Sub-heading: Conventions of Standard EnglishStandard: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Question Words
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Understand Use
This standard means a student will know and be able to do…(use your own words)
The student can use question words appropriately. Essential Questions:
Do I understand who, what, where, when, why, how?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 What is a question 2 How do I form a question
KASCD: May 30-31, 2012 9
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 10
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.1eBoxed Sub-heading: Conventions of Standard EnglishStandard: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Prepositions
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Use
This standard means a student will know and be able to do…(use your own words)
The student will use prepositions to when writing and speaking? Essential Questions:
Do I use the appropriate preposition at the correct time?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
KASCD: May 30-31, 2012 11
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 12
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.1fBoxed Sub-heading: Conventions of Standard EnglishStandard: Produce and expand complete sentences in shared language activities.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Complete sentences Language activities – share time, retellings, group discussions
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Produce Expand
This standard means a student will know and be able to do…(use your own words)
The student can speak and write in complete sentences. Essential Questions:
Can I write a complete sentence? Can I speak a complete sentence?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
KASCD: May 30-31, 2012 13
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 14
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.2Boxed Sub-heading: Conventions of Standard EnglishStandard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Command Conventions Capitalization Punctuation Spelling
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Demonstrate Writing
This standard means a student will know and be able to do…(use your own words)
The student can show conventions in writing. Essential Questions:
Do I use sentence structure correctly?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
KASCD: May 30-31, 2012 15
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 16
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.2aBoxed Sub-heading: Conventions of Standard EnglishStandard: Capitalize the first word in a sentence and the pronoun I.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Sentence Pronoun
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Capitalize
This standard means a student will know and be able to do…(use your own words)
The student can use capital letters appropriately in a sentence. Essential Questions:
Do I use capital letters in the right place in a sentence?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
KASCD: May 30-31, 2012 17
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 18
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.2bBoxed Sub-heading: Conventions of Standard EnglishStandard: Recognize and name end punctuation.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. End punctuation – period, question mark, exclamation mark
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Recognize Name
This standard means a student will know and be able to do…(use your own words)
The student can tell what end mark goes at the end of a sentence. Essential Questions:
Do I use a period, question mark, or exclamation mark at the end of the sentence?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
KASCD: May 30-31, 2012 19
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 20
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.2cBoxed Sub-heading: Conventions of Standard EnglishStandard: Write a letter or letters for most consonant and short-vowel sounds (phonemes).Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Consonants Short vowel sounds Phonemes – individual sounds
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Writing
This standard means a student will know and be able to do…(use your own words)
The student can write one letter for each sound heard. Essential Questions:
Can I write a letter for each sound I hear?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
KASCD: May 30-31, 2012 21
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 22
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.2dBoxed Sub-heading: Conventions of Standard EnglishStandard: Spell simple words phonetically, drawing on knowledge of sound-letter relationships.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Simple words Sound letter relationships (phonics)
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Spell Drawing on knowledge
This standard means a student will know and be able to do…(use your own words)
The student will spell using knowledge of sound of letters. Essential Questions:
Can I spell simple words by sounding out the letters?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
KASCD: May 30-31, 2012 23
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 24
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.3Boxed Sub-heading: Knowledge of LanguageStandard: (Begins in grade 2)Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
This standard means a student will know and be able to do…(use your own words)
The student Essential Questions:
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
KASCD: May 30-31, 2012 25
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 26
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.4Boxed Sub-heading: Vocabulary Acquisition and UseStandard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Multiple meaning words (knowing duck is a bird and learning the verb to duck) Phrases (what’s up)
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Determine Clarify
This standard means a student will know and be able to do…(use your own words)
The student can tell the difference between multiple meaning words and phrases. Essential Questions:
Do I understand words that have more than one meaning?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
KASCD: May 30-31, 2012 27
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 28
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.4aBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Familiar words New meanings
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Identify Apply
This standard means a student will know and be able to do…(use your own words)
The student can recognize new meanings of familiar words. Essential Questions:
Do I know the new meaning of a familiar word?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
KASCD: May 30-31, 2012 29
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 30
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.4bBoxed Sub-heading: Vocabulary Acquisition and UseStandard: 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.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Inflections Affixes Unknown word
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Use
This standard means a student will know and be able to do…(use your own words)
The student will be able to figure out the meaning of a word by recognizing inflections and affixes. Essential Questions:
Can I figure out a word by looking at the beginning and ending of words?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
KASCD: May 30-31, 2012 31
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 32
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.5Boxed Sub-heading: Vocabulary Acquisition and UseStandard: With guidance and support from adults, explore word relationships and nuances in word meanings.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Adults Word relationships Nuances-words that have similar meanings (e.g. walk, strut, prance, march) Word meanings
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Explore
This standard means a student will know and be able to do…(use your own words)
The student will learn new vocabulary. Essential Questions:
Can I figure out new words?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
KASCD: May 30-31, 2012 33
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 34
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.5aBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Common Objects Categories Concepts
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Sort
This standard means a student will know and be able to do…(use your own words)
The student will sort objects and explain categories. Essential Questions:
Can I sort objects and explain the category?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
KASCD: May 30-31, 2012 35
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 36
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.5bBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Verbs Adjectives Opposites (antonyms)
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Demonstrate Relating
This standard means a student will know and be able to do…(use your own words)
The student will show an understanding of antonyms. Essential Questions:
Can I identify opposites?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
KASCD: May 30-31, 2012 37
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 38
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.5cBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Identify real-life connections between words and their use (e.g., note places at school that are colorful).Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Real life connections Words
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Identify
This standard means a student will know and be able to do…(use your own words)
The student can use real-life connections to understand new words. Essential Questions:
Can I relate a new word to something I see in my life?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
KASCD: May 30-31, 2012 39
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 40
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.5dBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Shades of meaning (gallop, trot, run, cantor) Verbs General action
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Distinguish Acting out Describing
This standard means a student will know and be able to do…(use your own words)
The student can show the meaning of a new word by acting it out. Essential Questions:
Can I act out words that mean almost the same thing?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
KASCD: May 30-31, 2012 41
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 42
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: K.L.6Boxed Sub-heading: Vocabulary Acquisition and UseStandard: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept☐
Level 3: Strategic Thinking ☐ Level 4: Extended Thinking☐What Know (nouns) Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Words Phrases Conversations Texts
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Use Acquire Reading Responding
This standard means a student will know and be able to do…(use your own words)
The student will acquire new vocabulary through real life experiences. Essential Questions:
Can I use new words appropriately in conversation?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
KASCD: May 30-31, 2012 43
Assessment Item Type: Selected Response☐ Extended Constructed Response☐ Technology Enhanced☐ Performance Task☐
Writing Prompt☐ Oral Response☐ Eligibility☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
KASCD: May 30-31, 2012 44
