A B C D E F G H

A B C D E F G H

A B C D E F G H I J K L M N O P Q R S T

U V W X Y Z Suggested Pre-assessment: 1st 9 weeks Directions Letters will be presented in random order. Student should touch and name each letter. The goal is 1 letter per second to show automaticity. Rationale Students should be able to identify letter names and corresponding sounds before moving forward on the phonics continuum. This skill is NOT assessed for report card and 1st grade standards purposes but is important knowledge for moving forward with instruction. a b

c d e f g h i j k l m n o p q r s t u

v w x y z Suggested Pre-assessment: 1st 9 weeks Directions Letters will be presented in random order. Student should touch and name each letter. The goal is 1 letter per second to show automaticity. Rationale Students should be able to identify letter names and corresponding sounds before moving forward on the phonics continuum. This skill is NOT assessed for report card and 1st grade standards purposes but is important knowledge for moving forward with instruction a b c

d e f g h i j k l m n o p q r s t u v

w x y z Suggested Pre-assessment: 1st 9 weeks Directions Letters will be presented in random order. Student should touch and name each letter sound. The goal is 1 letter sound per second to show automaticity. Rationale Students should be able to identify letter names and corresponding sounds before moving forward on the phonics continuum. This skill is NOT assessed for report card and 1st grade standards purposes but is important knowledge for moving forward with instruction Suggested assessment: 1st 9 Weeks Directions Teacher says:

/b/ /eat/ /b/ /end/ /k/ /air/ /g/ /aim/ /p/ /itch/ Student responds: beat bend care game pitch State Standard (phonological) Report Card Language Students will blend and segment onset and rime in spoken words (e.g., /ch/ + /at/= chat) Student will blend onset and rime in spoken words.

1. 2. 3. 4. Can only complete with guidance and support. Can complete independently most of the time. 3 out of 5 correct Students will blend onset and rime in spoken words. 4 out of 5 correct N/A Suggested assessment: ONLY IF STUDENTS DID NOT SCORE A 3 IN THE PREVIOUS 9 WEEKS. Directions: Alternative Words for blending onset and rime in spoken words. 2nd 9 Weeks /f/ /air/ /m/ /ask/ /l/ /and/ /s/ /eat/ /r/ /ice/

fair mask land seat rice 3rd 9 Weeks /s/ /igh/ /l/ /ow/ /p/ /ie/ /f/ /arm/ /l/ /ake/ sigh low pie farm lake 4th 9 Weeks /sh/ /ow/

/b/ /eat/ /p/ /aw/ /c/ /atch/ /l/ /ay/ show beat paw catch lay Suggested assessment: 1st 9 Weeks Directions Teacher says: fate say bake toe kneel Student responds: /f/ /ate/

/s/ /ay/ /b/ /ake/ /t/ /oe/ /kn/ /eel/ State Standard (phonological) Report Card Language Students will blend and segment onset and rime in spoken words (e.g., /ch/ + /at/= chat) Student will segment onset and rime in spoken words. 1. 2. 3. 4. Can only complete with guidance and support. Can complete independently most of the time. 3 out of 5 correct

Students will segment onset and rime in spoken words. 4 out of 5 correct N/A Suggested assessment: ONLY IF STUDENTS DID NOT SCORE A 3 IN THE PREVIOUS 9 WEEKS. Directions: Alternative Words for segmenting onset and rime in spoken words. 2nd 9 Weeks peel bay tie now nice /p/ /eel/ /b/ /ay/ /t/ /ie/ /n/ /ow/ /n/ /ice/ 3rd 9 Weeks

lake chop high lamp jump /l/ /ake/ /ch/ /op/ /h/ /igh/ /l/ /amp/ /j/ /ump/ 4th 9 Weeks match meat toad kite cone /m/ /atch/ /m/ /eat/ /t/ /oad/

/k/ /ite/ /c/ /one/ Suggested assessment: 3rd 9 Weeks Directions Teacher reads word list. Student responds with long vowel or short vowel. way bite lap crib boat cute mop beat pest club State Standard (phonological) Report Card Language Students will recognize the short or Students will differentiate short from long vowel sound in one syllable

long vowel sounds in one syllable words. words. 1. Can only complete with guidance and support. 2. Can identify the vowel sound but cannot distinguish between long and short. 5, 6, or 7 out of 10 correct. 3. Students will differentiate short from long vowel sounds in one syllable words. 8 Suggested assessment: ONLY IF STUDENTS DID NOT SCORE A 3 IN THE PREVIOUS 9 WEEKS. Directions: Alternative Words for segmenting onset and rime in spoken words. 2nd 9 Weeks rain bat rug six right top rope need

tune bed 3rd 9 Weeks wig cane ten home sight fox nut cube cap green 4th 9 Weeks leg road mop stay bean

sit bag rug hike tube Suggested assessment: 1st 9 weeks Directions: Teacher will say a word telling students to listen for either the initial, medial or final sound. Student will repeat the word and then say either the initial, medial or final sound. Example: Im going to say a word, /box/. Now you say the word /box/. What is the first sound in the word box? Student should say /b/. Initial (Beginning) Medial (Middle) house /h/ tip pay

/p/ crop apple /a/ tub nose /n/ scan sun /s/ (phonological) web State Standard Final (End) /i/ coat /o/ ship /u/ pass /a/ drag

/e/ Report Cardcrib Language /t/ /p/ /s/ /g/ /b/ Students will isolate and pronounce Student can isolate all three sound the initial, medial and final sounds in positions in spoken words. spoken words. 1. Can only isolate one of three sound positions in spoken words. 2. Can isolate two of three sound positions in spoken words with less than 80% mastery. 3. Can isolate all three sound positions in spoken words with 100% mastery. 4. N/A Suggested assessment: ONLY IF STUDENTS DID NOT SCORE A 3 IN THE PREVIOUS 9 WEEKS. Directions:

Teacher will say a word telling students to listen for either the initial, medial or final sound. Student will repeat the word and then say either the initial, medial or final sound. Example: Im going to say a word, /box/. Now you say the word /box/. What is the first sound in the word box? Student should say /b/. 2nd, 3rd, and 4th 9 weeks Initial (Beginning) pond dime cast book list /p/ /d/ /c/ /b/ /l/ Medial (Middle) wet cap hut

doll plain Initial (Beginning) fast lay mend night rainbow /f/ /l/ /m/ /n/ /r/ /p/ /g/ /f/ /d/ /s/ last bring

fox pass think Medial (Middle) bug six tape pen drop Initial (Beginning) pumpkin gave favorite donut sailboat /e/ /a/ /u/ /o/ /ai/

Final (End) /u/ /i/ /a/-long a /e/ /o/ Final (End) smell green trim sheep farm Medial (Middle) cub lip sled tap road

/u/ /i/ /e/ /a/ /o/-long o /t/ /g/ /x/ /s/ /k/ /l/ /n/ /m/ /p/ /m/ Final (End) stop load dream lock shave

/p/ /d/ /m/ /k/ /v/ Suggested assessment: 1st 9 Weeks Directions: Teacher will say the phonemes in the word and the student will blend phonemes to say the word. Example: Im going to say some sounds, /b/ /o/ /x/. What is this word? Student says /box/. /b/ /l/ /o/ /ck/ /g/ /r/ /a/ /ss/ /t/ /r/ /i/ /p/ /s/ /c/ /a/ /n/ /d/ /y/ /s/ /t/ /a/ /ck/ block grass trips candy

stack State Standard (phonological) Report Card Language Students will blend phonemes to form Blend phonemes to form spoken spoken words with 4 to 6 phonemes words including consonant blends. including consonant blends. (e.g., /s/ /t/ / r/ /i/ /ng/ =string) 1. Can blend phonemes with guidance and support. 2. Can blend 2 to 3 phonemes including consonant blends to form spoken words. 3. Students will blend phonemes to form spoken words with 4 to 6 phonemes including consonant blends. Suggested assessment: ONLY IF STUDENTS DID NOT SCORE A 3 IN THE PREVIOUS 9 WEEKS. Directions: Teacher will say the phonemes in the word and the student will blend

phonemes to say the word. Example: Im going to say some sounds, /b/ /o/ /x/. What is this word? Student says /box/. 2nd 9 Weeks /j/ /u/ /m/ /p/ /g/ /e/ /n/ /t/ /le/ /s/ /n/ /ai/ /l/ /t/ /e/ /n/ /t/ /s/ /p/ /oo/ /n/ jump gentl e snail tent spoo n 3rd 9 Weeks /l/ /i/ /m/ /i/ /t/ /s/ /l/ /ee/ /p/

/b/ /r/ /oo/ /m/ /s/ /p/ /u/ /d/ /b/ /e/ /s/ /t/ limit sleep broom spud best 4th 9 Weeks /t/ /w/ /i/ /n/ /n/ /e/ /s/ /t/ /c/ /l/ /o/ /ck/ /f/ /r/ /o/ /g/ /s/ /p/ /e/ /ll/ twin nest clock frog

spell Suggested assessment: 1st 9 Weeks Directions: Teacher will say the phonemes in the word and the student will blend phonemes to say the word. Example: Im going to say a word, box. What are all the sounds you hear in the word box? Student says, /b/ /o/ /x/. crisp thump bloom task mend State Standard (phonological) /c/ /r/ /i/ /s/ /p/ /th/ /u/ /m/ /p/ /b/ /l/ /oo/ /m/ /t/ /a/ /s/ /k/ /m/ /e/ /n/ /d/ Language

Report Card Students will segment phonemes to form spoken words with 4 to 6 phonemes into individual phonemes. (e.g., string=/s/ /t/ /r/ /i/ /ng/) Students will segment phonemes in spoken words including consonant blends. 1. Can segment phonemes with guidance and support. 2. Can segment 2 to 3 phonemes including consonant blends to form spoken words. 3. Students will segment phonemes in spoken words with 4 to 6 phonemes including consonant blends. Suggested assessment: ONLY IF STUDENTS DID NOT SCORE A 3 IN THE PREVIOUS 9 WEEKS. Directions: Teacher will say the phonemes in the word and the student will blend

phonemes to say the word. Example: Im going to say a word, box. What are all the sounds you hear in the word box? Student says, /b/ /o/ /x/. 2nd 9 Weeks trash /t/ /r/ /a/ /sh/ flip /f/ /l/ /i/ /p/ most /m/ /o/ /s/ /t/ splint /s/ /p/ /l/ /i/ /n/ /t/ cream /c/ /r/ /ea/ /m/ 3rd 9 Weeks stone /s/ /t/ /o/ /n/ climb /c/ /l/ /i/ /m/ grinch /g/ /r/ /i/ /n/ /ch/ grip /g/ r/ /i/ /p/ plants /p/ /l/ /a/ /n/ /t/ /s/

4th 9 Weeks glide /g/ /l/ /i/ /d/ shru /sh/ /r/ /u/ /b/ b /b/ /l/ /a/ /d/ blad /s/ /t/ /a/ /m/ /p/ e /f/ /r/ /o/ /s/ /t/ stam p frost Suggested assessment: 1st 9 Weeks Directions: Example: Teacher says: Im going to say a word part, at. Repeat the word part, (at). Now say at with /b/ at the beginning. Student says, bat. start with phoneme to add

completed word am end odd and egg /j/ /m/ /n/ /l/ /p/ jam mend nod land peg State Standard (phonological) Report Card Language

Students can add phonemes to form Can add phonemes to form spoken spoken words. e.g., add /g/ to the words. beginning of low to say glow 1. 2. 3. 4. Can add phonemes in spoken words with guidance and support. Can add phonemes in spoken words most of the time. 3 out of 5 correct Can add phonemes to form spoken words. 4 out of 5 correct N/A Suggested assessment: ONLY IF STUDENTS DID NOT SCORE A 3 IN THE PREVIOUS 9 WEEKS. Directions: Example: Teacher says: Im going to say a word part, at. Repeat the word, (at). Now say at with /b/ at the beginning. Student says, bat. start with

2nd 9 Weeks an it in all am phoneme to add /p/ /k/ /ch/ /m/ /h/ start with 3rd 9 Weeks ock id

ay ug et 4th 9 Weeks pan kit chin mall ham phoneme to add /s/ /d/ /p/ /r/ /w/ start with og all

ip or um completed word sock did pay rug wet phoneme to add /d/ /st/ /ch/ /sn/ /h/ completed word completed word dog

stall chip snore hum Suggested assessment: 1st 9 Weeks Directions: Example: Teacher says: Im going to say a word, boot. You say the word, (boot). Now say boot without the /t/. Student says, boo. start with phoneme to delete completed word team sight fork mail feet

/m/ /t/ /k/ /l/ /t/ tea sigh for may fee State Standard (phonological) Report Card Language Students can delete phonemes to Can delete phonemes to form form spoken words. e.g., remove the spoken words. /t/ from boot, to say boo 1. Can delete phonemes in spoken words with guidance and support. 2. Can delete phonemes in spoken words most of the time. 3 out of 5 correct

3. Can delete phonemes to form spoken words. 4 out of 5 correct 4. N/A Suggested assessment: ONLY IF STUDENTS DID NOT SCORE A 3 IN THE PREVIOUS 9 WEEKS. Directions: Example: Teacher says: Im going to say a word, boot. You say the word, (boot). Now say boot without the /t/. Student says, boo. start with 2nd 9 Weeks might wait sheep heed guest phoneme to delete /t/ /t/

/p/ /d/ /t/ start with 3rd 9 Weeks night tide great tense soap 4th 9 Weeks my way she he guess

phoneme to delete /t/ /d/ /t/ /s/ /p/ start with sight week seem lawn stork completed word completed word nigh tie gray ten so

phoneme to delete /t/ /k/ /m/ /n/ /k/ completed word sigh we see law store Suggested assessment: 1st 9 Weeks Directions: Example: Teacher says: Im going to say a word, charm. You say the word, (charm). Now change the /ch/ in charm to /f/. Student says, farm. start with phoneme to change

completed word not bake man hip sick /n/ to /h/ /b/ to /l/ /m/ to /c/ /h/ to /s/ /s/ to /t/ hot lake can sip tick State Standard (phonological)

Report Card Language Students can substitute phonemes Can substitute phonemes to form to form spoken words. e.g., change spoken words. the /ch/ in charm to /f/ to say farm 1. Can substitute phonemes in spoken words with guidance and support. 2. Can substitute phonemes in spoken words most of the time. 3 out of 5 correct 3. Can substitute phonemes to form spoken words. 4 out of 5 correct 4. N/A Suggested assessment: ONLY IF STUDENTS DID NOT SCORE A 3 IN THE PREVIOUS 9 WEEKS. Directions: Example: Teacher says: Im going to say a word, charm. You say the word, (charm). Now change the /ch/ in charm to /f/. Student says, farm. start with 2nd 9 Weeks sat

boom king mop run start with 3rd 9 Weeks ran milk bell whine cub start with 4th 9 Weeks bent five math pit

dance phoneme to change /s/ to /b/ /b/ to /z/ /k/ to /r/ /o/ to /a/ /u/ to /a/ phoneme to change /a/ to /u/ /m/ to /s/ /b/ to /t/ /wh/ to /sh/ /u/ to /o/ phoneme to change /b/ to /s/ /f/ to /h/ /m/ to /p/ /i/ to /a/ /d/ to /pr/ completed word bat

zoom ring map ran completed word run silk tell shine cob completed word sent hive path pat prance CVC Words bat fox pug zip

bus kid pot hen ram jet Suggested assessment: 2nd 9 Weeks Directions: Teacher has students read list of CVC words. State Standard (phonics and word study) Report Card Language Students will decode CVC words with Can decode CVC words with fluency. short vowels (Student does not need to decode individual sounds.) 1. Can decode with guidance and support. 2. Can decode most of the time, sometimes still saying individual sounds. E.g., /c/ /a/ /t/=cat 6 or 7 out of 10

3. Can decode CVC words with fluency. (Student does not need to decode individual sounds.) 8 or 9 out of 10 4. N/A Words with Blends still trick fist plant gasp flag clap pond step desk bring grab brunt twig crop

Suggested assessment: 2nd 9 Weeks Directions: Teacher has students read list of words with blends. State Standard (phonics and word study) Report Card Language Students will decode consonant blends with short vowels, initial and final. Can decode consonant blends with short vowels with fluency and ease. 1. Can decode with guidance and support. 2. Can decode blends most of the time, sometimes still saying individual sounds. E.g., /f/ /l/ /a/ /g/=flag 6 or 7 out of 10 3. Can decode consonant blends with short vowels with fluency and ease. 8 or 9 out of 10 4. N/A Consonant Digraphs and

Trigraphs chip lunch crash with duck shot king whip graph patch thump speck rock witch Phil Suggested assessment: 2nd 9 Weeks Directions: Teacher has students read list of words with consonant digraphs and trigraphs. State Standard (phonics and Report Card Language word study) Students can decode consonant digraphs and trigraphs with short vowels. *wh, ch, ph, sh, ng, th, ck, tch 1. Can decode

2. Can decode 10 3. Can decode or 9 out of 10 4. Can decode Can decode consonant digraphs and trigraphs with short vowels with fluency and ease. with guidance and support. most of the consonant digraphs and trigraphs. 6 or 7 out of consonant digraphs and trigraphs with fluency and ease. 8 consonant digraph and trigraph words with fluency and Silent-e made cube skate Pete hike

time poke dime hope tune Suggested assessment: 2nd 9 Weeks Directions: Teacher has students read list of words with silent-e. State Standard (phonics and word study) Report Card Language Students will decode with silent-e. Can decode with silent-e with fluency and ease. 1. 2. 3. 4.

Can Can Can Can decode decode decode decode with guidance and support. most words with silent-e. 6 or 7 out of 10 with silent-e with fluency and ease. 8 or 9 out of 10 multi-syllable words with silent-e with fluency. Long Vowels-Vowel Pairs book play real pie show

mail toast moon train sleep feet snow float pool tie Suggested assessment: 2nd 9 Weeks Directions: Teacher has students read list of words with long vowels, including vowel pairs. State Standard (phonics and Report Card Language word study) Students will decode long vowels, including vowel pairs. 1.

2. 3. 4. Can Can Can Can decode decode decode decode Can decode with long vowels with fluency and ease. with guidance and support. most words with long vowels. 6 or 7 out of 10 with long vowels with fluency and ease. 8 or 9 out of 10 long vowel words with fluency. R-Controlled Vowels

farm her girl storm turn dirt card border hurt whisper Suggested assessment: 2nd 9 Weeks Directions: Teacher has students read list of words with r-controlled vowels. State Standard (phonics and word study) Report Card Language Students will decode words with rcontrolled vowels.

Can decode r-controlled vowels. 1. 2. 3. 4. Can Can Can Can decode decode decode decode with guidance and support. most words with r-controlled. 6 or 7 out of 10 with r-controlled vowels. 8 or 9 out of 10 r-controlled vowels with fluency. Variant Vowels

coin boy mouth crawl shout cow frown pause saw few toy drew spoil glue fault Suggested assessment: 2nd 9 Weeks Directions: Teacher has students read list of words with variant vowels. State Standard (phonics and word study) Report Card Language Students will decode words with variant vowels. Can decode words with variant

vowels. 1. 2. 3. 4. Can Can Can Can decode decode decode decode with guidance and support. most words with variant vowel patterns. 6 or 7 out of 10 with variant vowel patterns. 8 or 9 out of 10 variant vowel patterns with fluency and ease. Inflectional Ending

standing stomped sticks tricked flashed jobs kicking jumping planted hops Suggested assessment: 2nd 9 Weeks Directions: Teacher has students read list of words with inflectional endings. State Standard (phonics and word study) Report Card Language Students will decode words with inflectional endings.

Can decode inflectional endings. 1. 2. 3. 4. Can Can Can Can decode decode decode decode with guidance and support. most of the time but does not self correct. words with inflectional endings. May self-correct. words with inflectional endings without self-correction.

Suggested assessment: All 9 Weeks Directions Teacher will assess this skill through writing assignments given throughout the 9 weeks. State Standard (writing) Students will correctly form letters and us appropriate spacing for letters, words, and sentences using left-to-right and top-to-bottom progression. Report Card Language Students will form letters correctly and use appropriate spacing. 1. Not all letters are formed correctly and/or lack of correct spacing. 2. Most letters are formed correctly and spacing is correct some of the time. 3. Students will form letters correctly and use appropriate spacing. Suggested assessment: All 9 Weeks Directions

Teacher will assess this skill through spelling assessments given throughout the 9 weeks. Teacher will assess this skill through Wonders high frequency words. Teacher will assess this skill through Wonders Fluency Assessment Book. State Standard (writing) Report Card Language Students will correctly spell spelling words Students will correctly spell grade appropriate, highly decodable words from Wonders. (e.g., cup, like, cart) and common, irregularly spelled sight words (e.g., the) Students will correctly read high frequency Students will read high frequency words from Wonders. and/or common irregularly spelled grade level words with automaticity in text. will orally read grade level Students will read at a rate of: Students nd text at an appropriate rate, smoothly 2rd 9 weeks-23 words correct per minute

3 9 weeks-38 words correct per minute and accurately, with expression that 4th 9 weeks-53 words correct per minute connotes comprehension. *use the passages in the Wonders Fluency Assessment Book Suggested assessment: All 9 Weeks Directions Teacher chooses familiar story out of the Wonders curriculum. (Can be a shared reading.) Ask the student to retell the story focusing on details and main idea. *The same story can be used to assess details, main idea, sequencing, point of view and textual evidence. State Standard (reading) Report Card Language Students will retell or reenact major events in a text, focusing on important details to recognize the

main idea. Retell events in a text focusing on details and main idea. 1. 2. 3. 4. Can only provide limited and/or unrelated details. Can provide details, but main idea is lacking. Retell events in a text focusing on details and main idea. Can retell with strong details, main idea and sequential order. Suggested assessment: 2rd 9 Weeks Directions Teacher may choose to read aloud a familiar story or have student read the text and then provide the sequence of events for that story. (Can be a shared reading.) **The same story can be used to assess details, main idea, sequencing, point of view and textual evidence.

State Standard (reading) Report Card Language Students will sequence the events/plot (i.e., beginning, middle, and end) of a story or text. Sequence the events of a selected story. 1. 2. 3. 4. Cannot recall any events of a story. Can recall events but cannot sequence the events. Can recall and sequence the events. (Beginning, Middle and End) Can recall, sequence and add meaningful details. Suggested assessment: 2rd 9 Weeks Directions

Teacher may choose to read aloud a familiar story or have student read the text and then provide the sequence of events for that story. (Can be a shared reading.) *The same story can be used to assess details, main idea, sequencing, point of view and textual evidence. State Standard (reading) Report Card Language Students will describe who is telling the story (i.e., point of view). Students will describe who is telling the story. 1. 2. 3. 4. Unable to describe who is telling the story. Able to describe who is telling the story with guidance and support. Can describe who is telling the story.

Can describe who is telling the story and provide evidence. Suggested assessment: 3rd 9 Weeks Directions Teacher may choose to read aloud a familiar story or have student read the text and then provide the sequence of events for that story. (Can be a shared reading.) *The same story can be used to assess details, main idea, sequencing, point of view and textual evidence. State Standard (reading) Report Card Language Students will find textual evidence when provided with examples of literary elements and organization: setting (i.e., time, place) plot, main characters and their traits in a story. Students can find setting, plot, and main characters using textual evidence when given a story.

1. 2. 3. Cannot recall any information and/or provide textual support. Can recall information but cannot provide any textual support. Can find setting, plot, and main characters. Suggested assessment: All 9 Weeks Directions Teacher will assign a writing topic of their choice for each 9 weeks. State Standard (writing) Report Card Language Students will capitalize : The first letter of a sentence, Proper names, Months and days of the week. Students will recognize the

distinguishing features of a sentence (e.g., capitalization of the first word, ending punctuation, comma, quotation marks). Students can write 3-5 complete sentences on a related topic with appropriate spacing. 1. 2. 3. Cannot compose a complete sentence on a related topic with appropriate spacing. Can compose 1-2 complete sentences on a related topic with appropriate spacing. Can compose 3-5 complete sentences on a related topic with appropriate spacing. Identifying Nouns Name______________

The dog jumped over the bag. Sally went to a farm. Mr. Smith was angry. Last week I went to Walmart with my family. The box was full of kittens. Suggested assessment: 3rd 9 Weeks Directions Teacher will have student read the sentence (or the teacher may read the sentences to the student) and identify the noun(s). State Standard (language) Report Card Language Students will recognize nouns as concrete objects (i.e., people, persons, places and things). Students can recognize nouns.

1. 2. 3. Cannot recognize nouns. Can recognize nouns with guidance and support. Can recognize nouns. Identifying Verbs Name______________ The dog jumped over the bag. Sally walked to a farm. Mr. Smith eats an apple every day. I am hopping over the bush. She pets the cat. Suggested assessment: 3rd 9 Weeks Directions Teacher will have student read the sentence (or the teacher may read the sentences to the student) and identify the verb(s).

State Standard (language) Report Card Language Students will recognize verbs as actions. Students can recognize verbs. 1. 2. 3. Cannot recognize verbs. Can recognize verbs with guidance and support. Can recognize verbs. Adjectives Name______________ I have four brothers. She wears a yellow dress. There are six ants crawling on the ground. There are red birds in the tree. My purple backpack is big. He has ten toy cars.

Suggested assessment: 4th 9 Weeks Directions Teacher will have student read the sentence (or the teacher may read the sentences to the student) and identify the color and number adjectives. State Standard (language) Report Card Language Students will recognize color and number adjectives. Students recognize color and number adjectives. 1. 2. 3. 4. Cannot recognize color and number adjectives. Can recognize color and/or number adjectives. Can recognize color and number adjectives.

Can recognize additional adjectives. Math Subitizing to 20 Suggested assessment: All 9 weeks Directions Show student subitizing work page. Have student identify the number shown in each picture. **if child needs to count, the score is a 1. State Standard (Number & Report Card Language Operations) Recognize numbers to 20 without Subitize numbers to 20. counting (subitize) the quantity of structured arrangements. Clarification statement: Subitizing is defined as instantly recognizing the quantity of a set without having to count. Subitizing is not a

vocabulary word and is not meant for student discussion at this age. 1. Cannot subitize with guidance and support 2. Can subitize to 10. Tens and Ones Name ________ 32 12 64 88 15 29 40 71 55 Name ________ 32 12 64 88 15 29 40 71 55 Name ________ 32 12 64 88 15 29 40 71 55 Suggested assessment: All 9 weeks Directions Give students base 10 rods and cubes to create a representation of the given number. Copy the given page as a recording sheet. State Standard (Number & Operations) Report Card Language

Use concrete representations to Models and counts place value of describe whole numbers between 10 10s and 1s. and 100 in terms of tens and ones. 1. Cannot model and count place value of 10s and 1s. 2. Can model and/or count place value of either 10s or 1s. 3. Can model and count place value of 10s and 1s. 4. Can model and count place value higher than 10s and 1s. Read Whole Numbers 15 37 64 89 50 46 22 12 93 100 71 113 120 108 116 Suggested assessment: All 9 weeks Directions Have students read whole numbers from the example sheet given. State Standard (Number & Operations)

Report Card Language Read, Write, discuss, and represent Read and discuss whole numbers up whole numbers up to 100. to 100. 1. Cannot read and discuss whole numbers up to 100. 2. Can read and/or discuss whole numbers with guidance and support. 3. Can read and discuss whole numbers up to 100. 4. Can read and discuss whole numbers past 100. Suggested assessment: All 9 weeks Directions Have students fill in a 120 number chart each 9 weeks. State Standard (Number & Operations) Report Card Language Read, Write, discuss, and represent Write and discuss whole numbers up

whole numbers up to 100. to 100. 1. Cannot write and discuss whole numbers up to 100. 2. Can write and/or discuss whole numbers with guidance and support. 3. Can write and discuss whole numbers up to 100. 4. Can write and discuss whole numbers beyond 100. Counting to 100 by 1s Name___________________ 0 11 22 33 44 55 66 77 88 99 110 1 12

23 34 45 56 67 78 89 100 111 2 13 24 35 46 57 68 79 90 101 112 3

14 25 36 47 58 69 80 91 102 113 4 15 26 37 48 59 70 81 92 103 114

5 16 27 38 49 60 71 82 93 104 115 6 17 28 39 50 61 72 83 94 105 116

7 18 29 40 51 62 73 84 95 106 117 8 19 30 41 52 63 74 85 96 107

118 9 20 31 42 53 64 75 86 97 108 119 10 21 32 43 54 65 76 87 98

109 120 5 16 27 38 49 60 71 82 93 104 115 6 17 28 39 50 61 72 83

94 105 116 7 18 29 40 51 62 73 84 95 106 117 8 19 30 41 52 63 74

85 96 107 118 9 20 31 42 53 64 75 86 97 108 119 10 21 32 43 54 65

76 87 98 109 120 Name___________________ 0 11 22 33 44 55 66 77 88 99 110 1 12 23 34

45 56 67 78 89 100 111 2 13 24 35 46 57 68 79 90 101 112 3 14 25

36 47 58 69 80 91 102 113 4 15 26 37 48 59 70 81 92 103 114 Suggested assessment: All 9 weeks Directions

Count forward from any given number up to 100 by 1s. Use the given worksheet as a recording sheet. State Standard (Number & Operations) Report Card Language Count forward from any given Count forward from any given number up to 100 by 1s, 2s, 5s number up to 100 by 1s. and 10s. 1. Cannot count forward from any given number up to 100 by 1s. 2. Can count forward from any given number up to 100 by 1s with guidance and support. 3. Can count forward from any given number up to 100 by 1s. 4. Can count forward from any given number beyond 100 by 1s. Counting to 100 by 2s Name________________Date_________ Counts to 120 by 2s

2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 94 96 98 100 102 104 106 108 109 110 111 112 113 114 115 116 117 118 119 200 Name________________Date_________ Counts to 120 by 2s 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 94 96 98 100 102 104 106 108 109 110 111 112 113 114 115 116 117 118 119 200 Name________________Date_________ Counts to 120 by 2s 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 94 96 98 100 102 104 106 108 109 110 111 112 113 114 115 116 117 118 119 200 Suggested assessment: All 9 weeks Directions

Count forward from any given number up to 100 by 2s. Use the given worksheet as a recording sheet. State Standard (Number & Operations) Report Card Language Count forward from any given Count forward from any given number up to 100 by 1s, 2s, 5s number up to 100 by 2s. and 10s. 1. Cannot count forward from any given number up to 100 by 2s. 2. Can count forward from any given number up to 100 by 2s with guidance and support. 3. Can count forward from any given number up to 100 by 2s. 4. Can count forward from any given number beyond 100 by 2s. Counting to 100 by 5s Name________________ Date______________

Counts to 120 by 5s 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 105 110 115 120 Name________________ Date______________ Counts to 120 by 5s 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 105 110 115 120 Name________________ Date______________ Counts to 120 by 5s 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 105 110 115 120 Name________________ Date______________ Counts to 120 by 5s 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 105 110 115 120 Suggested assessment: All 9 weeks

Directions Count forward from any given number up to 100 by 5s. Use the given worksheet as a recording sheet. State Standard (Number & Operations) Report Card Language Count forward from any given Count forward from any given number up to 100 by 1s, 2s, 5s number up to 100 by 5s. and 10s. 1. Cannot count forward from any given number up to 100 by 5s. 2. Can count forward from any given number up to 100 by 5s with guidance and support. 3. Can count forward from any given number up to 100 by 5s. 4. Can count forward from any given number beyond 100 by 5s. Counting to 100 by 10s Name__________________

Date____________ Counts to 120 by 10s 10 20 30 40 50 60 70 80 90 100

110 Name__________________ 120 Date____________ Counts to 120 by 10s 10 20 30 40 50 60 70

80 90 100 110 Name__________________ 120 Date____________ Counts to 120 by 10s 10 20 30 40

50 60 70 80 90 100 110 Name__________________ 120 Date____________ Counts to 120 by 10s 10

20 30 40 50 60 70 80 90 100 110 Name__________________ 120

Date____________ Counts to 120 by 10s 10 20 30 40 50 60 70 80 90 100

110 120 Suggested assessment: All 9 weeks Directions Count forward from any given number up to 100 by 10s. Use the given worksheet as a recording sheet. State Standard (Number & Operations) Report Card Language Count forward from any given Count forward from any given number up to 100 by 1s, 2s, 5s number up to 100 by 10s. and 10s. 1. Cannot count forward from any given number up to 100 by 10s. 2. Can count forward from any given number up to 100 by 10s with guidance and support.

3. Can count forward from any given number up to 100 by 10s. 4. Can count forward from any given number beyond 100 by 10s. Finding 10 More 10 Less Name________________ 30 57 41 86 25 19 34 73 62

98 Suggested assessment: All 9 weeks Directions Use the given worksheet to have students find 10 more and 10 less of the number in the middle. Students may use a 120 chart for assistance. State Standard (Number & Operations) Report Card Language Find 10 more or 10 less than any Find 10 more or less than any given number up to 100. number up to 100. 1. Cannot find 10 more or less than any given number up to 100. 2. Can find 10 more or less than any given number up to 100 with guidance and support. 3. Can find 10 more or less than any given number up to 100. 4. Can find 10 more or less than any given number beyond 100.

Comparing and Ordering Numbers Name____________________________ Date______________ Write >,<,= to compare the numbers. 58___32 44___42 81___91 75___75 36___21 18___14 12___12 69___96 27___72 27___37 Order the numbers from least to greatest. 28, 45, 11, 36 81, 84, 95, 100 72, 68, 85, 27 44, 63, 51, 26 15, 12, 20, 7 65, 62, 8, 34 Suggested assessment: All 9 weeks Directions Use the given worksheet to have students compare and order numbers. State Standard (Number & Operations)

Report Card Language Compare and order whole numbers Compare and order numbers from 0 from 0-100. to 100. 1. Cannot compare and order numbers 0 - 100. 2. Can compare and order numbers 0 100 with guidance and support. 3. Can compare and order numbers 0 - 100. 4. Can Standard compare and order numbers beyond 100. State (Number & Report Card Language Operations)

Use objects to represent and use Understand terms more than, less words to describe the relative size of than, and equal to. numbers, such as more than, less than, and equal to. 1. Understand one of three terms: more than, less than, and equal to. 2. Understand two of three terms: more than, less than, and equal to. 3. Understands terms: more than, less than, and equal to. Locate Whole Numbers on a Number Line 0 5 10 15 20 For beyond 20:

20 30 40 Suggested assessment: All 9 weeks Directions Use the given number line to have students locate whole numbers through 20. State Standard (Number & Operations) Report Card Language Use knowledge of number Locate whole numbers through 20 relationships to locate the position of on a number line. a given whole number on an open number line up to 20. 1. Cannot locate whole numbers through 20 on a number line. 2. Can locate whole numbers through 20 on a number line with guidance

and support. 3. Can locate whole numbers through 20 on a number line. 4. Can locate whole numbers beyond 20 on a number line. Addition Word Problems Name__________________ 1. ______________________ 2. ______________________ 3. ______________________ 4. ______________________ 5. ______________________ Suggested assessment: All 9 weeks Directions Use the given worksheet as a recording sheet. Teachers will orally state 5 of their own word problems while students write the number sentence on the line. State Standard (Number & Report Card Language Operations) Represent and solve real-world and

Solve word problems using addition mathematical problems using up to 10. addition and subtraction up to 10. 1. Cannot solve word problems using addition to 10. 2. Can solve word problems using addition to 10 with guidance and support. 3. Can solve 4 out of 5 word problems using addition up to 10. 4. Can solve word problems using addition beyond 10. Subtraction Word Problems Name__________________ 1. ______________________ 2. ______________________ 3. ______________________ 4. ______________________ 5. ______________________ Suggested assessment: All 9 weeks Directions Use the given worksheet as a recording sheet. Teachers will orally state 5

of their own word problems while students write the number sentence on the line. State Standard (Number & Report Card Language Operations) Represent and solve real-world and Solve word problems using mathematical problems using subtraction up to 10. addition and subtraction up to 10. 1. Cannot solve word problems using subtraction to 10. 2. Can solve word problems using subtraction to 10 with guidance and support. 3. Can solve 4 out of 5 word problems using subtraction up to 10. 4. Can solve word problems using subtraction beyond 10. Coin s Suggested assessment: All 9 weeks Directions Have students orally identify each coin by its name and value.

State Standard (Number & Operations) Report Card Language Identifying pennies, nickels, dimes, Identifying pennies, nickels, dimes, and quarters by name and value. and quarters by name and value. 1. Cannot identify pennies, nickels, dimes, and quarters by name and value. 2. Can identify pennies, nickels, dimes, and quarters by name but not * The coins will be assessed at the same time but will be recorded separately in Infinite value. Campus. 3. Can identify pennies, nickels, dimes, and quarters by name and value. Collection of Pennies Name_______________ Suggested assessment: All 9 weeks Directions

Either use the collection of coins given on the worksheet or present students with different collections of actual coins to count. State Standard (Number & Operations) Report Card Language Determine the value of a collection Count pennies up to $1 counting by of pennies, nickels, or dimes up to 1s. $1 counting by 1s, 5s, 10s. 1. Cannot count pennies up to $1 counting by 1s. 2. Can count pennies up to $1 counting by 1s with guidance and support. 3. Can count pennies up to $1 counting by 1s. 4. Can count pennies beyond $1 counting by 1s. Collection of Nickels Name_______________ Suggested assessment: All 9 weeks Directions

Either use the collection of coins given on the worksheet or present students with different collections of actual coins to count. State Standard (Number & Operations) Report Card Language Determine the value of a collection Count nickels up to $1 counting by of pennies, nickels, or dimes up to 1s. $1 counting by 1s, 5s, 10s. 1. Cannot count nickels up to $1 counting by 1s. 2. Can count nickels up to $1 counting by 1s with guidance and support. 3. Can count nickels up to $1 counting by 1s. 4. Can count nickels beyond $1 counting by 1s. Collection of Dimes Name_______________ Suggested assessment: All 9 weeks Directions

Either use the collection of coins given on the worksheet or present students with different collections of actual coins to count. State Standard (Number & Operations) Report Card Language Determine the value of a collection Count dimes up to $1 counting by of pennies, nickels, or dimes up to 1s. $1 counting by 1s, 5s, 10s. 1. Cannot count dimes up to $1 counting by 1s. 2. Can count dimes up to $1 counting by 1s with guidance and support. 3. Can count dimes up to $1 counting by 1s. 4. Can count dimes beyond $1 counting by 1s. 2D Shapes Suggested assessment: All 9 weeks Directions

Give the name of the shape and have students point to the corresponding shape. State Standard (Geometry and Measurement) Report Card Language Identify trapezoids and hexagons by Recognize the core 2-D shapes. pointing to the shape when given a name. 1. Cannot recognize the core 2-D shapes. 2. Can recognize 4 out of 7 2-D shapes. 3. Can recognize the core 2-D shapes. 3D Shapes Suggested assessment: All 9 weeks Directions Give the name of the shape and have students point to the corresponding shape. State Standard (Geometry and

Measurement) Report Card Language Recognize 3-dimensional shapes such Recognize the six core 3-D shapes: as cubes, cones, cylinders, and cube, cone, sphere, cylinder, spheres. pyramid, rectangular prism. 1. Cannot recognize the six core 3-D shapes. 2. Can recognize four out of six core 3-D shapes. 3. Can recognize the six core 3-D shapes. Non-Standard Measurement Suggested assessment: All 9 weeks Directions Have students measure the lines on the given worksheet using nonstandard units of measure. i.e. paperclips, cubes, etc. State Standard (Geometry and Measurement)

Report Card Language Use non-standard and standard Use non-standard tools to measure measuring tools to measure the the length of an object. length of objects to reinforce the continuous nature of linear measurement. 1. Cannot use non-standard tools to measure the length of an object. 2. Can use non-standard tools to measure the length of an object with guidance and support. 3. Can use non-standard tools to measure the length of an object. Standard Measurement Suggested assessment: All 9 weeks Directions Have students measure the lines on the given worksheet using nonstandard units of measure. i.e. paperclips, cubes, etc. State Standard (Geometry and Measurement)

Report Card Language Use non-standard and standard Use standard tools to measure the measuring tools to measure the length of an object. length of objects to reinforce the continuous nature of linear measurement. 1. Cannot use standard tools to measure the length of an object. 2. Can use standard tools to measure the length of an object with guidance and support. 3. Can use standard tools to measure the length of an object. Time to the Hour Name__________ : :

: : : : : : : : Suggested assessment: All 9 weeks Directions Have students write the correct time under each corresponding clock or show students on an actual clock the different times. State Standard (Geometry and Measurement)

Report Card Language Tell time to the hour and half-hour Tell time to the hour (analog and (analog and digital). digital). 1. Cannot tell time to the hour (analog and digital). 2. Can tell time to the hour (analog and digital) with guidance and support. 3. Can tell time to the hour (analog and digital). Time to the Half-Hour Name__________ : : : :

: : : : : : Suggested assessment: All 9 weeks Directions Have students write the correct time under each corresponding clock. State Standard (Geometry and Measurement) Report Card Language Tell time to the hour and half-hour Tell time to the half-hour (analog

(analog and digital). and digital). 1. Cannot tell time to the half-hour (analog and digital). 2. Can tell time to the half-hour (analog and digital) with guidance and support. 3. Can tell time to the half-hour (analog and digital). Time to the Hour or Half-Hour Name__________ : : : : : : :

: : : Suggested assessment: All 9 weeks Directions Have students write the correct time under each corresponding clock. State Standard (Geometry and Measurement) Report Card Language Tell time to the hour and half-hour Tell time to the half-hour (analog (analog and digital). and digital). 1. Cannot tell time to the half-hour (analog and digital). 2. Can tell time to the half-hour (analog and digital) with guidance and support.

3. Can tell time to the half-hour (analog and digital). Name__________ Blue Red Graphing Green Yellow Brown Orange I have the most __________________________m&ms. I have the least__________________________m&ms. I have _____________all together. Suggested assessment: All 9 weeks

Directions Have students collect, sort, and organize data (i.e. m&m graph etc.) You can use the m&m graph worksheet provided or another graph of your choosing. State Standard (Geometry and Report Card Language Measurement) Collect, sort, and organize data in up Collect, sort, and organize data. to three categories using representations (e.g. tally marks, tables, venn diagrams). 1. Cannot collect, sort, or organize data. 2. Can do one or two of the three. 3. Can collect, sort, and organize data.

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