By the end of the Kindergarten year,
all TCAPS Kindergarteners are required to know.
Goals
* 26 Upper Case Letters
* 26 Lower Case Letters
* 26 Letter Sounds
* Demonstrate the ability to speak using age appropriate verbs, pronouns
* Age appropriate listening skills
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Reading:
* The Child should be enthusiastic, curious and passionate about reading and learning how to read.
* The child will demonstrate comprehension by being able to retell the story
* The child is able to sound out familiar words.
* The child is at a Developmental Reading Level of 4
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Concepts of Print - 18/21, includes some of the following:
* Where is the front of the book?
* Where is the back of the book?
* Where does it tell the name of the book?
* Point to where it tells the story?
* Point to the beginning of the text?
* Be able to track words from left to right.
* Be able to track words from top to bottom (return sweep)
* Point to the first and last letter in a word.
* Track words with their finger while the story is being read to them.
* Where is the first word on this page?
* Where is the last word on this page?
* Point to one word.
* What are (" "), (.) and (!) for?
* Point to a capital letter.
* Point to a lower case letter
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* 26 Lower Case Letters
* 26 Letter Sounds
* Demonstrate the ability to speak using age appropriate verbs, pronouns
* Age appropriate listening skills
____________________________________________________________________________________________
Reading:
* The Child should be enthusiastic, curious and passionate about reading and learning how to read.
* The child will demonstrate comprehension by being able to retell the story
* The child is able to sound out familiar words.
* The child is at a Developmental Reading Level of 4
________________________________________________________________________
Concepts of Print - 18/21, includes some of the following:
* Where is the front of the book?
* Where is the back of the book?
* Where does it tell the name of the book?
* Point to where it tells the story?
* Point to the beginning of the text?
* Be able to track words from left to right.
* Be able to track words from top to bottom (return sweep)
* Point to the first and last letter in a word.
* Track words with their finger while the story is being read to them.
* Where is the first word on this page?
* Where is the last word on this page?
* Point to one word.
* What are (" "), (.) and (!) for?
* Point to a capital letter.
* Point to a lower case letter
__________________________________________________________________________
* Sight Words from the attached list (See Below)
Below are some ideas as to how you can practice with your child at home.
1. Cut the words out into flashcards and quiz your child.
2. Have your child practice writing the words (in groups of five at a time). You may choose to give them as “spelling quizzes.”
3. Have your child “hunt” for a specific sight word in their “Book Bag” book of the week.
4. Make an additional copy of the words. Cut them out into cards. Play “Go Fish” with the words.
5. Make an additional copy of the words. Cut out into cards. Play the “Memory” matching game.
6. Put shaving cream on a cookie sheet. Have your child practice writing the sight word in the shaving cream. You may substitute rice, sand, etc. in the cookie sheet.
7. Give your child dictated sentences to write using the sight words. For example, “I like the red car.” This is a great advanced activity when they know the words.
*Please practice these words and some of the other above components with your child on a nightly basis.
Below are some ideas as to how you can practice with your child at home.
1. Cut the words out into flashcards and quiz your child.
2. Have your child practice writing the words (in groups of five at a time). You may choose to give them as “spelling quizzes.”
3. Have your child “hunt” for a specific sight word in their “Book Bag” book of the week.
4. Make an additional copy of the words. Cut them out into cards. Play “Go Fish” with the words.
5. Make an additional copy of the words. Cut out into cards. Play the “Memory” matching game.
6. Put shaving cream on a cookie sheet. Have your child practice writing the sight word in the shaving cream. You may substitute rice, sand, etc. in the cookie sheet.
7. Give your child dictated sentences to write using the sight words. For example, “I like the red car.” This is a great advanced activity when they know the words.
*Please practice these words and some of the other above components with your child on a nightly basis.
sightword.athome.list1.odt | |
File Size: | 14 kb |
File Type: | odt |
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Writing:
The piece of Writing:
* Zooms in one event or experience from real life.
* Contains evidence of some appropriate details.
The piece of Writing:
* Has a clear and sequential beginning, middle and end.
* Contains limitied evidence of an internal story (thoughts, feelings, reactions,
observations.
The writer:
* Consistently records dominant consonants
* Attempts to use vowels
* Attends to some punctuation
* Controls most spacing between words
* Uses grade level appropriate letter formation
* Generally uses capital and lower case letters appropriately
The piece of writing has :
* Some errors that do not interfere with understanding
_________________________________________________________________________
Mathematics:
* The child can identify numbers 1-20 using both quantities and symbols
* The child identifies 1,000 100 10 and a unit using the golden bead material
* The child can identify, create and extend a pattern
* The child can write the numbers 1-10
* The child can name the six basic shapes of circle, square, triangle, rectangle, rhombus and oval
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Geography/Social Studies:
* The child can identify the seven continents of the world
* The child can identify that the world is made up of water, land and air
* The child can recite her full name, birthday, phone number and home address
__________________________________________________________________________
Science:
* The child can name and describe the four seasons of the year
* The child can categorize living vs. non-living items
* The child has experience with life cycles
Writing:
The piece of Writing:
* Zooms in one event or experience from real life.
* Contains evidence of some appropriate details.
The piece of Writing:
* Has a clear and sequential beginning, middle and end.
* Contains limitied evidence of an internal story (thoughts, feelings, reactions,
observations.
The writer:
* Consistently records dominant consonants
* Attempts to use vowels
* Attends to some punctuation
* Controls most spacing between words
* Uses grade level appropriate letter formation
* Generally uses capital and lower case letters appropriately
The piece of writing has :
* Some errors that do not interfere with understanding
_________________________________________________________________________
Mathematics:
* The child can identify numbers 1-20 using both quantities and symbols
* The child identifies 1,000 100 10 and a unit using the golden bead material
* The child can identify, create and extend a pattern
* The child can write the numbers 1-10
* The child can name the six basic shapes of circle, square, triangle, rectangle, rhombus and oval
_________________________________________________________________________
Geography/Social Studies:
* The child can identify the seven continents of the world
* The child can identify that the world is made up of water, land and air
* The child can recite her full name, birthday, phone number and home address
__________________________________________________________________________
Science:
* The child can name and describe the four seasons of the year
* The child can categorize living vs. non-living items
* The child has experience with life cycles