• What your child is learning this marking period

    English-Language Arts

     Reading for Informational Text

     With prompting and support, identify the reasons an author gives to support points in a text.

     With prompting and support, describe the connection between two individuals, events, ideas or pieces of information in a text.


    Reading: Foundational Skills

    Follow words from left to right, top to bottom and page by page 

    Recognize when words share phonemes (sounds) and repeat the common phoneme (e.g., /b/ as in Bob, ball, baby; /t/ as in Matt, kite, boat).


    Speaking and Listening

    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.



     With guidance and support from adults, explore word relationships and nuances in word meanings

     Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).  



    Counting and Cardinality

    Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

    Identify and name numerals 1-9.


    Count to tell the number of objects

    Subitize to determine how many: immediate recognition of small quantities up to 6. 

    Understand that the last number name spoken tells the number of objects counted up to 10. The number of objects is the same regardless of their arrangement or the order in which they were counted.

    Compare numbers 

    Identify whether the number of objects in one group is greater than, less than or equal to the number of objects in another group up to 10.

    Compare two numbers between 1 and 5 when presented as written numerals.

    Operations and Algebraic Thinking

    Construct sets up to 10 with more or fewer objects than a given set; join two sets of objects to make one large set 


    Measurement and Data

    Describe measurable attributes of objects, such as length or weight. Sort, order and classify by one attribute.

    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. For example, directly compare the heights of two children and describe one child as taller/shorter.

    Classify objects into given categories; count the number of objects in each category and sort the categories by count. Limit total number of objects to 10.



    Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind and next to.
    Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (solid).

    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.

    Model shapes in the world by building shapes from components and drawing shapes.
    Compose simple shapes to form larger shapes.