All Lessons

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

L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.K.2.B Recognize and name end punctuation.

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

L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

K(3)(B) Use illustrations and texts the student is able to read or hear to learn or clarify word meanings.

L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.K.1.B Use frequently occurring nouns and verbs.

K(10)(D)(iii) Edit drafts with adult assistance using standard English conventions, including singular and plural nouns.

L.K.1.B Use frequently occurring nouns and verbs.

K(10)(D)(ii) Edit drafts with adult assistance using standard English conventions, including verbs.

L.K.1.C Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

K(10)(D)(iii) Edit drafts with adult assistance using standard English conventions, including singular and plural nouns.

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.4.B 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.

L.K.4.A Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

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

(B) Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

(C) Use objects, pictures, and expanded and standard forms to represent numbers up to 120

(Y1) Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012)

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

(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) Subitise small collections of objects (ACMNA003)

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.

(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) 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).

(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).

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

(F) Subitise small collections of objects (ACMNA003)

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

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.

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

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

(F) Subitise small collections of objects (ACMNA003)

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

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.

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

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

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

K.CC.4.C Understand that each successive number name refers to a quantity that is one larger.