All Lessons

K.S3.PE/E-1 Communicate simple information or feelings about familiar topics, experiences, or events.

SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

K.S3.B-1 Tell or dictate simple messages about a variety of topics, experiences, or events.

SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

K.S3.B-1 Tell or dictate simple messages about a variety of topics, experiences, or events.

SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

K.S5.I-2 Demonstrate increasing awareness of differences between informal "playground speech" and language appropriate to the classroom.

K.S6.B-2 Follow increasing number of rules for discussion about familiar topics.

K.S7.I-2 Participate in shared research and writing projects by evaluating and communicating findings.

SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail

L.K.1.A Print many upper- and lowercase letters.

K(2)(D)(v) Demonstrate print awareness by identifying all uppercase and lowercase letters.

(5) Algebraic reasoning. The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number.

K.CC.1 Count to 100 by ones and by tens.

(B) Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures

(F) Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

(G) Compare sets of objects up to at least 20 in each set using comparative language

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, e.g., by using matching and counting strategies.

(H) Use comparative language to describe two numbers up to 20 presented as written numerals

K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

L.K.1.A Print many upper- and lowercase letters.

K(2)(D)(iv) Demonstrate print awareness by recognizing the difference between a letter and a printed word.

L.K.2.A Capitalize the first word in a sentence and the pronoun I

K(10)(D)(vii) Edit drafts with adult assistance using standard English conventions, including capitalization of the first letter in a sentence and name.

(G) Compare sets of objects up to at least 20 in each set using comparative language

(F) Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)

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, e.g., by using matching and counting strategies.

(G) Compare sets of objects up to at least 20 in each set using comparative language

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, e.g., by using matching and counting strategies.

(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order

(F) Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)

K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

(A) Count forward and backward to at least 20 with and without objects

(F) Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001)

K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

K.CC.4.B Understand that the last number name said tells 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.4.C Understand that each successive number name refers to a quantity that is one larger.

K.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

L.K.1.F Produce and expand complete sentences in shared language activities.

K(2)(D)(iii) Demonstrate print awareness by recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries.

L.K.2.A Capitalize the first word in a sentence and the pronoun I