Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The...

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Task Analysis Subject: Kindergarten Math Goal 1: The learner will recognize, model, and write whole numbers through 30. Time Objective Task Analysis Vocabulary Essential Questions Assessment Resources 1.01 Develop number sense for whole numbers through 30. 1 st 4 th Qtr 1.01a Connect model, number word (orally), and number using a variety of representations The learner will… -verbalize the counting sequence -connect objects to numerals given in verbal and written form -connect numerals and number words given in verbal and written form to the quantities they represent Connect model, number word (orally), and number using a variety of representations. count number groups sets numerals How do you count to 30? How do you represent the number ___? Student will count objects and write the number that tells how many. Student will rote count from 0-30. www.kidzone.ws/math/kindergarten.htm www.abc.net.au/countusin/ www.sesamestreet.org

Transcript of Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The...

Page 1: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

Task Analysis

Subject: Kindergarten Math

Goal 1: The learner will recognize, model, and write whole numbers through

30.

Time Objective Task Analysis Vocabulary

Essential

Questions

Assessment Resources

1.01

Develop number

sense for whole

numbers through

30.

1st –

4th

Qtr

1.01a Connect

model, number

word (orally),

and number

using a variety

of

representations

The learner will… -verbalize the counting sequence -connect objects to numerals given in verbal and written form -connect numerals and number words given in verbal and written form to the quantities they represent Connect model, number word (orally), and number using a variety of representations.

count number groups sets numerals

How do you count to 30? How do you represent the number ___?

Student will count objects and write the number that tells how many. Student will rote count from 0-30.

www.kidzone.ws/math/kindergarten.htm www.abc.net.au/countusin/ www.sesamestreet.org

Page 2: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

1st –

4th

Qtr

1.01b Count

objects in a set

The learner will… - verbalize the counting sequence -demonstrate one-to-one correspondence -demonstrate understanding that placement of objects does not change the total amount Count objects in a set.

numbers 0-30

How many objects are in a set?

Put a number of counters from 0-30 in front of the student. Ask the student to count the objects and tell how many. Student will rote count from 0-30.

www.kidsrcrafty.com/numbersandmath.htm www.internet4classrooms.com

1st –

4th

Qtr

1.01c Read and

write numerals

The learner will… -recognize numbers 0-30 -write numbers 0-30 -Read and write numerals.

numbers 0-30

How do you write number ___?

Teacher will call out numbers 0-30 and student will write the number. Teacher will hold up flash card with numerals written on them, student will call out number.

www.sesamestreet.org/home www.kidzone.ws/math/kindergarten.htm www.internet4classrooms.com

4th

Qtr

1.01d Compare

and order sets

and numbers

The learner will… -sequence numbers and sets of numbers -identify and create sets that are more or less (comparing) of given number -define terms “more”, “less”,

sets more less equal same order

Which set has more/less/is equal?

Given sets of 2,4,7,9,10 objects, the student must create sets that are more/less/equal.

www.sesamestreet.org/home www.kidzone.ws/math/kindergarten.htm www.internet4classrooms.com

Page 3: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

“equal” -compare/describe sets of objects using the terms more, less, equal Compare and order sets and numbers.

3rd –

4th

Qtr

1.01e Use

ordinals (1st-

10th)

The learner will… -1st-5th (3rd quarter) 6th-10th (4th quarter) -Associate number with ordinal position -identify ordinal positions Use ordinals (1st-10th)

ordinals 1st-10th

Which object is ___ in line?

Student will identify all 10 ordinal numbers and place objects in correct ordinal position.

www.kindergarten-lessons.com/ten_little_drubber_ducks.html www.learnnc.org/lp/pages/3375

4th

Qtr

1.01f Estimate

quantities

fewer than or

equal to 10

The learner will… -Explain that an estimate is a good guess -Differentiate between estimate and count -Compare estimate to actual quantity -Estimate if one set is more or less than another -Show one object as a reference to base their

estimate count more less guess reasonable

Can you estimate how many objects are in the bag?

Teacher will show student a bag of objects equal to or fewer than 10, student will estimate how many objects are in bag.

www.kidzone.com.ws/math/kindergarten.html www.learnnc.org www.internet4classrooms.com

Page 4: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

estimate -Determine if estimation is reasonable Estimate quantities fewer than or equal to 10.

2nd

Qtr

1.01g

Recognize

equivalence in

sets and

numbers 1-10

The learner will… -Compare numbers to sets to see if they are equivalent. -Compare sets to sets to see if they are equivalent -Recognize equivalence in sets and numbers 1-10.

equivalence sets compare more less equal

Are the sets more/less/equal?

The student will look at two sets of manipulatives and respond yes or no when asked if they are equal.

www.kidzone.com.ws/math/kindergarten.html www.learnnc.org www.sesamestreet.org

2nd

Qtr

1.02 Share

equally (divide)

between two

people; explain

-The learner will… -Explain equal and fair share -Divide one object in half. -Divide a set of objects in half. -Verbalize an understanding of equal as being the same size or number - Share equally (divide) between two people; explain.

share equal divide

How would you divide this group equally?

Students are given counters and asked to share (divide) equally between two people.

www.smartkiddies.com.au/maths/activities-sharing-equally-maths-worksheet

Page 5: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

4th

Qtr

1.03 Solve

problems and

share solutions

to problems in

small groups

The learner will… -Solve collectively word/study problems to combine/separate to find the sum or difference of sets -Represent and use whole numbers in flexible ways by joining and separating numbers. -Model using manipulatives real life situations analyzing operations needed to solve the problem. -Count objects to solve problems -Draw pictures to solve problems -Solve problems and share solutions to problems in small groups.

combine separate join total take away count all together equal in all

How can you draw a picture to help you solve a story problem?

Teacher will tell story and student will act out story using counters by adding or taking away and explain.

www.abcteach.com www.mathplayground.com

Page 6: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

Goal 2: The learner will explore concepts of measurement.

Time Objective Task Analysis Vocabulary Essential Questions Assessment Resources

3rd

Qtr

2.01

Compare

attributes

two objects

using

appropriate

vocabulary

(color,

weight,

height,

width,

length,

texture)

The learner will… -Compare two objects and discuss differences and similarities. -Define terms “alike” and “different” - Compare attributes of two objects using appropriate vocabulary.

color weight size texture alike same different height

length

What are some ways to

compare attributes of

two objects?

Student will

compare any

two objects

using

appropriate

vocabulary.

(see

vocabulary

words)

www.sesamestreet.org

www.atozteacherstuff.com

www.internet4classrooms.com

1st,

3rd,

4th

Qtr

2.02

Recognize

concepts of

calendar

time using

appropriate

vocabulary

(days of

week,

months of

year,

The learner will… -Identify units of time and compare calendar elements (days, months, seasons) -Explain how many days are in a week, how

Days months seasons before after

What is the day/month/year/season?

Student will correctly name the days of week, months of year and seasons and also any additional questions.

www.starfall.com www.canteach.ca/elementary/songspoems4.html www.internet4classrooms.com

Page 7: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

seasons) many months in a year, how many seasons -Identify current, previous, and next (day, month, season) -Sequence days, months, seasons Recognize concepts of calendar time using appropriate vocabulary.

Goal 3: The learner will explore concepts of geometry.

Time Objective Task Analysis Vocabulary

Essential

Questions

Assessments Resources

1st –

4th

Qtr

3.01 Identify,

build, draw, and

name triangles,

rectangles, and

circles; identify,

build, and name

spheres and

cubes

The learner will… -Identify and name circle, triangle, rectangle -Create shapes (draw, cut, using stickers, straws, sticks, etc.) -Identify 3 dimensional shapes

circle triangle square sides corners points flat mass sphere

How do you

identify, build,

draw and name

___?

How are these

Student will identify,

build, draw and

name triangles,

rectangles and

circles. They will

identify, build and

name spheres and

cubes.

www.sesamestreet.org

www.mathplayground.com

www.internet4classrooms.com

Page 8: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

(spheres, cubes) -Build triangle, rectangles, circles, spheres, and Cubes -Identify, build, draw, and name triangles, rectangles, and circles; identify, build, and name spheres and cubes.

cube

shapes

alike/different?

2nd

Qtr

3.02 Compare geometric shapes (Identify likenesses and differences).

The learner will… -Sort or classify shapes and objects into groups based on student/teacher defined categories -describe how objects are alike and different using appropriate vocabulary based on size, shape, color, texture, or use -Compare geometric shapes (Identify likenesses and differences).

alike different same sort compare

How are these shapes alike/different?

Student compares rectangles, triangles, and circles by naming likenesses and differences.

www.sesamestreet.org

www.mathplayground.com

3rd 3.03 Model and The learner will… -Model and use

inside outside

Can you put the bear ___?

Student will place an object according to

www.sesamestreet.org www.pbskids.org

Page 9: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

Qtr use directional

and positional

vocabulary.

directional and positional vocabulary (near to, away from, etc.) -Apply changes in positions of objects using new directional and positional vocabulary -Using positional and directional word, design a structure -Model and use directional and positional vocabulary.

beside between

in front of in back of

behind position

over under

on top of on

next to bottom

top around

Which bear is____?

teachers directions using positional vocabulary.

www.learnnc.org

1st,

4th

Qtr

3.04 Complete

simple spatial

visualization

tasks and

puzzles.

The learner will… Complete simple spatial visualization tasks and puzzles -Cover given figures with a variety of shapes -complete simple pattern block puzzles

puzzle shape figure

How can you

arrange the

pieces to

complete the

puzzle?

Student will use

pattern blocks to

cover a hexagon

shape work mat.

www.sesamestreet,org

www.kidzone.ws/math/kindergarten.htm

Page 10: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

Goal 4: The learner will collect, organize and display data.

Time Objective Task Analysis Vocabulary

Essential

Questions

Assessments Resources

4th

Qtr

4.01 Collect and

organize data as

a group activity.

The learner will… -Participate in class collection of real data and in class discussion -Collect data in classroom and display the results with objects on a graph -Sort object/classifying Collect and organize data as a group activity.

data graph more less equal sort

How can I

collect and

organize data?

Student will

collect and

organize data as a

group activity.

(ongoing teacher

observation)

www.carlscorner.u

s.com/numbers.ht

m

www.hubbardscup

board.org/math.ht

ml

4th

Qtr

4.02 Display and

describe data

with concrete

and pictorial

graphs as a

group activity.

-Model and explain strategies using concrete and pictorial graphs to display data to share as a group -Directionality -Recognize numbers, values -Count objects -One-to-one correspondence -Recognize where/how to enter data Display and describe data with concrete and pictorial graphs as a group activity

graph together data more less equal up down across top bottom sort

How can I display data using a graph? What kind of graphs can be used to represent data?

Student will display and describe data with concrete and pictorial graphs as a group activity. (ongoing teacher observation)

www.carlscorner.u

s.com/numbers.ht

m

www.hubbardscup

board.org/math.ht

ml

Page 11: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

Goal 5: The learner will model simple patterns and sort objects.

Time Objective Task Analysis Vocabulary

Essential

Questions

Assessment Resources

3rd

Qtr

5.01 Sort

and

classify

objects by

one

attribute.

The learner will… -Identify attributes such as color, shape, size, etc. -Explain the rule/attributes for sorting -Compare likenesses and differences -Sort and classify objects by one attribute

sort color shape size alike different

What are

ways to

sort and

classify

objects by

one

attribute?

Using a

collection of

objects

(toys, shells,

buttons,

keys, etc.)

student will

sort objects

and explain

the rule.

www.kindergarten-lessons.com/kindergarten-sorting-

games.html

www.printables.scholastic.com/printables/detail/?id=21689

www.internet4classrooms.com

3rd

Qtr

5.02

Create and

extend

patterns

with

actions,

words, and

objects.

The learner will… -Copy, extend, create, name a variety of types of patterns (AB, AAB, ABB, AABB, ABC, etc.) -Understand and model action patterns -Identify and replicate patterns using concrete

pattern(s) extend continue create copy

How can I create and extend patterns in a variety of ways?

Student will create a pattern using actions, words and connecting cubes.

www.first-school.ws/THEME/numbers_preschool_printables www.k12math.com/kindergarten-math/jellybeans.htm www.kidzone.ws/math/kindergarten.htm

Page 12: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

objects -Create patterns using sounds, movement, and concrete objects -Describe/label a given pattern -Create and extend patterns with actions, words, and objects.

Page 13: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

Kindergarten Suggested Math Materials List

Pattern blocks

Unifix cubes

Teddy bear counters

Geoboards

Play dough

Waffle blocks

Floor graphs

Calendar materials

Oh Hexagon! Puzzles

Dominos

Building sticks

Plastic shapes

Number flash cards

100’s board

Counters

Page 14: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

Task Analysis

Subject: Kindergarten Language Arts

Goal 1: The learner will develop and apply enabling strategies and skills to read and write.

Time Objective Task Analysis

Vocabul

ary Essential Questions

Assessment Resources

1st –

4th

Qtr

1.01 Develop book

and print

awareness.

The learner will… Identify the parts of books and function of each part -identify front and back of book -Demonstrate an understanding of directionality and voice-print match by following print word for word when listening to familiar text read aloud -demonstrate that print is read from left to right and top to bottom -identify where to begin reading on the page -demonstrate that books/stories move from first to last page -demonstrate return sweep -demonstrate print matching/one to one correspondence

front back right left top bottom title author illustrator letter word sentence period question mark exclamation mark quotation marks first last

What are the parts of a book? What is a letter/word/ sentence? Can you point to the first/last word in a sentence? What are .,?,!, “ “?

Given a big book, the student will -identify the parts of the book - point to the words as they are read -demonstrate return sweep -demonstrate directionality -identify where to begin reading

www.starfall.com www.pbskids.org www.internet4classrooms.com

Page 15: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

-Identify the title, name of the author and the name of the illustrator. -Discuss author and illustrator -Discuss various works of a single author Demonstrate an understanding of letters, words, sentence and story. -Differentiate between letters and words -Identify single letters/single words -Distinguish between capital and lowercase letters -recognize that books and words convey meaning -identify first and last letter in a word -identify upper and lower case letters -frame individual words in a sentence -recognize that a sentence is composed of words -locate first word and last word on a page -identify and locate punctuation marks (period, question mark, exclamation mark, and quotation marks) -explain that print represents meaning/

-identify the job of the author and illustrator -point to a letter/word/sentence -point

Page 16: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

message -develop book and print awareness

1st –

4th

Qtr

1.02 Develop

phonemic

awareness and

knowledge of

alphabetic principle.

The learner will… -identify letter sounds in spoken words as letters are taught -apply an understanding of sound to letter relationships -demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word. -recognize initial and final sounds of words -identify when phonemes are alike -blend phonemes to form words -segment phonemes to represent sounds in words orally: blend, segment, and delete syllable, onset, and rimes - sort words into word families -identify a rhyme through hearing -distinguish between non-rhyming and rhyming words -provide words that rhyme with a given word -develop phonemic awareness and alphabetic

letter sound word rhyme beginning ending

-What is this letter___? -What sound do you hear at the beginning/middle/ending of _________? -How do you identify rhyming words?

-Students will point to and name lower case and upper case letters from the alphabet knowledge assessment. -Given a letter/word/picture, students will name the initial and final sound. -Given sounds or a word, students will identify the phonemes. -Given three words the student will identify the two rhyming words. -Given three words, the student will identify the two that start with the same sound.

www.starfall.com www.kinderplans.com www.pbskids.org www.newphonics.com www.teacher.scholastic.com www.internet4classrooms.com

Page 17: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

principles

1st –

4th

Qtr

1.03 Demonstrate

decoding and word

recognition

strategies and skills.

The learner will… -recognize and name upper case and lower case letters of the alphabet. -match upper case and lower case letters -demonstrate and understanding of letter formation -recognize most beginning consonant letter-sound associations in one-syllable words. -identify beginning letter-sound association of one syllable words -Recognize some words by sight including a few common words, own name, and environmental print such as: signs, labels, and trademarks. -recognize high frequency words -demonstrate decoding and word recognition strategies and skills

upper case letter lower case letter word decode syllable sight word(s)

How do I distinguish between upper and lower case letters? What is the beginning sound in _______? What sight words can I read?

-Students will point to and name lower case and upper case letters from the alphabet knowledge assessment. -Given a list, students will identify high frequency words, enviornmental print, labels, and own name. -Given three words, the student will identify the two that start with the same sound.

www.starfall.com www.pbskids.org www.sesamestreet.org www.carlscorner.us.com

2nd –

4th

Qtr

1.04 Read or begin

to read

-demonstrate knowledge that drawings support text -use picture cues to detect meaning - attempt to read/reads simple patterned text, decodable text, and/or predictable texts using

read book echo repeat

What strategies can I use to help me read?

-Given a book, the student will attempt to read using picture cues, prior knowledge, high frequency word knowledge.

www.hubbardscupboard.org www.starfall.com www.carlscorner.us.com classroom library

Page 18: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

letter-sound knowledge and pictures to construct meaning. -participate in reading familiar parts and phrases -participate in echo reading, choral reading, predictable text and predictable charts -participate in read aloud, shared reading, guided reading -recognize predictable and patterned selections -read or begin to read

1st –

4th

Qtr

1.05 Interact for at

least 10 minutes

daily with self

selected texts that

are consistent with

the student’s

independent

reading level.

-student chooses text -read for enjoyment and show interest in reading -choose books as a free time activity -utilize available resources to locate appropriate texts -interact for at least 10 minutes daily with self-selected texts that are consistent with the student’s independent reading level.

book read choose

How do I choose books on my reading level?

The student will locate and interact with self-selected text on his/her reading level for at least 10 minutes a day.

www.starfall.com Classroom library

Page 19: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

Goal 2: The learner will develop and apply strategies and skills to

comprehend text that is read, heard, and viewed.

Tim

e Objective Task Analysis Vocabulary

Essential

Question

s

Assessment Resources

1st –

4th

Qtr

2.01

Demonstrate

sense of story

(e.g.,

beginning,

middle, end,

characters,

details, and

setting).

The learner will… -identify sequence of events in logical order -identify characters and relevant details -manipulate pictures and/or picture cards to retell stories independently and/or with teacher prompting -identify story elements -retell story in own words giving beginning, middle, and end -demonstrate sense of story (e.g., beginning, middle, end, characters, details, and setting).

Character Setting Beginning Middle End sequence

What happened at the beginning, middle, end of story? Where is the setting?

After reading a text, the student will use a trifold to illustrate the beginning, middle, and end of the story. The student will name the characters, setting, main idea, and important details of the story.

www.learnnc.org www.hubbardscupboard.org www.starfall.com

1st –

4th

Qtr

2.02

Demonstrate

familiarity

with a

variety of

types of

books and

selections.

The learner will… - demonstrate familiarity with a variety of types of books and selections (e.g., picture books, caption books, short informational texts, nursery rhymes, word plays/finger plays, puppet plays, and

Picture books Captions Nursery rhymes Plays Puppets Poetry/poems

What are different types of books? How can I retell the story?

The student will participate in reading activities that focus on a variety of books and selections.

www.esl4kids.net/fingerplays.html www.childrensbooksforever.com/index.html www.starfall.com

Page 20: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

reenactments of familiar stories). -participate in whole group discussion of text such as cloze reading/choral response, dramatize the story, retell the story, constructing characters- puppet plays and finger plays, compare different types of text -read poetry, nursery rhymes, and a variety of repetitive texts -Demonstrate familiarity with a variety of types of books and selections.

1st –

4th

Qtr

2.03 Use

preparation

strategies to

activate prior

knowledge

and

experience

before/during

the reading of

a text.

The learner will… - use preparation strategies to activate prior knowledge and experience before and during the reading of text. -share personal experiences that relate to the text -make personal connections to ideas in the texts during reading -Use preparations strategies to activate prior knowledge and experience

Connections Relate

Does the book remind you of anything?

The student will answer questions about the story before and after reading.

www.learnnc.org www.starfall.com www.sesamestreet.org

Page 21: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

before/during the reading of a text.

1st –

4th

Qtr

2.04

Formulate

questions

that a text

might answer

before

beginning to

read.

The learner will… -formulate questions that a text might answer before beginning to read (e.g., what will happen in this story, who might this be, where do you think this happens). -generate questions from picture walk or topic of the text -participate in completing graphic organizers -demonstrate understanding of how to ask/answer questions. -Formulate questions that a text might answer before beginning to read.

Picture walk Predict

What do you think the story will be about? What will happen in this story? Where do you think the story takes place?

The student will answer questions about the story before and after reading.

www.learnnc.org www.starfall.com www.sesamestreet.org

1st –

4th

Qtr

2.05 Predict

possible

events in

texts before

and during

reading.

-The learner will… -predict possible events in texts before and during reading. -make a reasonable prediction about story content based on illustrations and/or prior knowledge -apply what has been learned to decide what is going to happen -connect ideas in text to

Predict illustrations

What do you think will happen next?

The student will answer questions about the story before and after reading.

www.learnnc.org www.starfall.com www.sesamestreet.org

Page 22: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

infer a prediction -compare reasonable/unreasonable predictions -Predict possible events in texts before and during reading.

1st –

4th

Qtr

2.06

Understand

oral/graphic

directions.

The learner will… -match teachers oral directions to class activity -complete tasks by listening to teacher -understand and follow oral-graphic directions

directions How do I follow directions using pictures?

The student will follow oral/graphic directions given by the teacher.

www.starfall.com www.learnnc.org

1st –

4th

Qtr

2.07

Demonstrate

understandin

g of literary

language and

other

vocabulary

specific to a

genre.

The learner will… -retell stories using literary language -distinguish different genres by using appropriate vocabulary -incorporate story language into discussions -demonstrate understanding of literary language; e.g., “once upon a time” and other vocabulary specific to a genre

Language Genre “once upon a time” etc.

What language did you notice in the story? What genre did this story come from?

The student will show familiarity with different genre languages/vocabulary.

www.starfall.com www.pbskids.org classroom library

Page 23: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

1st –

4th

Qtr

2.08

Distinguish

fantasy from

reality when

reading text.

The learner will… -define fantasy and reality -compare and contrast fantasy and reality elements -locate literary elements of fantasy and reality -distinguish fantasy from reality when reading text

Fantasy Reality Real Make believe

What part of the story is real/make believe?

After reading a story, the student will determine if it is fantasy or reality and give reasons to support their view.

www.pbskids.org classroom library

1st –

4th

Qtr

2.09 Identify

the sequence

of events in a

story.

The learner will… -retell the events of a story in order from beginning to end -arrange the sequence of events in a variety of ways - identify the sequence of events in a story

Sequence Beginning, middle, end

How do I retell the sequence of events in a story?

Using a trifold, the student will retell the order of events after reading a story.

www.starfall.com www.sesamestreet.org www.carlscorner.us.com

Goal 3:The learner will make connections through the use of oral language, written language,

and media and technology.

Time Objective Task Analysis Vocabulary

Essential

Questions

Assessment Resources

1st –

4th

Qtr

3.01 -connect information and events in text to experience

The learner will… -recall experiences related to text -illustrate experiences related to text -compare and contrast

connect recall compare contrast

How is your life similar or the same as the story?

After reading, the student will make a personal connection between the text and their personal experiences.

www.starfall.com www.learnnc.org

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peer experiences to text -identify what the learner and text have in common -connect information and events in text to experience

1st –

4th

Qtr

3.02 –discuss

concepts and

information in a

text to clarify and

extend knowledge

The learner will… - discuss meaning of text -connect story events and details to prior knowledge -connect important concepts and details in selection to prior knowledge -apply concepts and new information to various situations -discuss concepts and information in a text to clarify and extend knowledge

fiction non-fiction main idea

What new information did I learn? What is the main idea of the story?

After reading, the student will make a personal connection between the text and their personal experiences.

www.starfall.com www.pbskids.org

1st –

4th

Qtr

3.03 Associate

target words with

prior knowledge

and explore an

authors choice of

words

The learner will… -locate target words in a text -define target words using pictures, context clues, and prior knowledge -construct meaning of words that are exaggerated, in bold print, and in capitalized font -associate target words with prior knowledge and explore an author’s choice of words

author clues illustration target words

Why did the author write the words this way?

During/after reading, the student will locate familiar words found in the text. The student will explain why the author chose certain words or language.

www.starfall.com www.pbskids.org

Page 25: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

1st –

4th

Qtr

3.04 Use speaking

and listening skills

and media to

connect

experiences and

text

The learner will… -listening to and re-visiting stories -respond to text in a variety of ways -express self orally answering questions about story read aloud, without picture cues -retell favorite stories/books -express complete thoughts -discussing, illustrating, and dramatizing stories -discovering relationships -read owns story -act out stories -draw events in a story -identify how characters and events in the story relate to their life -recall a message from a story -apply basic sentence structure orally -use speaking and listening skills and media to connect experiences and text

retell revisit express respond dramatizing characters events illustrations

How can I use media to retell the story?

After reading, the student will make a personal connection between the text and their personal experiences.

www.starfall.com www.carlscorner.us.com classroom library

Page 26: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.

Time Objective Task Analysis Vocabulary

Essential

Questions

Assessment Resources

1st –

4th

Qtr

4.01 Use new

vocabulary in own

speech and writing

The learner will… -define new vocabulary through illustration -identify similar words to new vocabulary -construct a sentence using new vocabulary (oral or written) -incorporate new vocabulary when retelling a personal experience Use new vocabulary in own speech and writing

illustration recall vocabulary

How do I create a sentence using new vocabulary?

After introducing new vocabulary words, student will use them in their writing and daily conversation.

www.hubbardscupboard.org www.starfall.com

1st –

4th

qtr

4.02 Use words that

name and words

that tell action in a

variety of texts

The learner will… -locate nouns-people, places and things in text and environment -identify verbs (action words) and demonstrate -sort words according to nouns and verbs -use words that name in written texts -use words that tell action in written texts Use words that name and words that tell action in a variety of text

noun verb journal action word

How can you expand your writing using a variety of nouns and verbs?

After introducing words that name or show action, student will use in written text and daily conversation.

www.hubbardscupboard.org www.starfall.com www.learnnc.org

1st –

4th

4.03 Use words that

describe color, size,

and location in a

The learner will… -demonstrate understanding of adjectives

adjectives describing words

What words can I use to describe color, size and

After introducing words that

www.hubbardscupboard.org www.carlscorner.us.com www.starfall.com

Page 27: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

Qtr variety of texts by describing objects by color and size -list general describing words -dramatize positional words (over, under, beside, etc.) -use words that describe colors and size in written texts -use words that describe location in written texts Use words describe color, size, and location in a variety of texts.

positional words

location in my writing?

describe color, size, and location, student will use in written text and daily conversation.

www.internet4classrooms.com

1st –

4th

Qtr

4.04 Maintain

conversation and

discussions

The learner will… -attend to oral presentations -take turns expressing ideas and asking questions -contribute to group sentences, charts, graphs and lists -contribute to a group story -understand how to formulate a question -interact with a peer to discuss text and ask questions Maintain conversation and discussions.

conversation question

How can I express my ideas in a conversation?

Observation of child having a conversation with peers/teacher.

N/A

4th

Qtr

4.05 Use a variety

of sentence patterns

such as interrogative

requests and

sentence fragments

The learner will… -understand sentence structure -write using appropriate punctuation for statements, interrogative sentences,

expression question statement exclamatory punctuation

How do I show emotion in a variety of sentences?

Observation of child using a variety of sentence structures (asking

www.starfall.com

Page 28: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

that convey emotion and exclamatory sentences -demonstrate an understanding of the purpose of punctuation -read with expression according to punctuation, such as “The cat licked me?” “The cat licked me.” “The cat licked me!” Use a variety of sentence patterns such as interrogative requests and sentence fragments that convey emotion.

questions, showing emotion). Student writes from left to right and top to bottom. Student will write most letters and some words when dictated.

2nd

Qtr

4.06 Write and/or

participate in

writing behaviors by

using authors’

models of language

The learner will… -write daily -write and or draw to communicate ideas -generate personal written messages to express thoughts and ideas -dictate personal experience -show familiarity and participate in different types of writing (lists, labels, cards, journals, messages) -produce writing that follows selected author’s models including letters, stories, poetry, and nonfiction -demonstrate an understanding that writing

author poetry fiction non-fiction

How do I use an author’s story as a model for my writing?

Student will write daily using to communicate their ideas.

Journals www.learnnc.org classroom writing center

Page 29: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

serves a purpose and has an audience

Goal 5: The learner will apply grammar and language conventions to communicate effectively.

Time Objective Task Analysis Vocabulary

Essential

Questions

Assessment Resource

1st – 4th

Qtr

5.01 Develop spelling

strategies and skills

The learner will… -represent spoken language with temporary and/or conventional spelling -write most letters of the alphabet -analyze sounds in a word and write dominant consonant letters -use beginning/ending sounds in writing -write words using all sounds heard -spell some high frequency words with conventional spelling -use temporary spelling with some phonetic elements, mostly consonants -use word walls to help spell high frequency words Develop spelling strategies and skills

beginning end alphabet high frequency words consonants word wall

How do I use phonics/word wall to spell new words?

Student will use conventional spelling when writing. Student will write most letters of the alphabet.

www.instructorweb.com/resources/spelling.asp www.starfall.com www.kinderplans.com

1st – 4th

Qtr

5.02 Use capital letters

to write the word I and

the first letter in own

name

The learner will… -Use capital letters to write the word “I” -Use capital letter to write the first letter of student name Use capital letters to write the word I and the first letter in own

“I” capital letters

How do I decide when to use a capital letter?

Student will use capital letters when writing their name, the word I, and the beginning of a sentence.

www.starfall.com www.carlscorner.us.com

Page 30: Task Analysis Subject: Kindergarten Math€¦ · shapes (Identify likenesses and differences). The learner will… -Sort or classify shapes and objects into groups based on student/teacher

name.

1st – 4th

Qtr

5.03 Use legible

manuscript handwriting

The learner will… -Use correct pencil grasp -Apply an understanding of letter formation -Apply basic understanding of directionality or path of movement -Trace over conventional handwriting -Use spacing Use legible manuscript handwriting.

trace grasp/hold space handwriting direction

How do I write so others can read my writing?

Student will write using legible handwriting.

www.mymoondrops.com www.abcteach.com www.edhelper.com

www.internet4classrooms.com

Kindergarten Suggested Materials for Language Arts

Trade books / Basal readers

Alphabet

cards/flashcards/picture cards

Magnetic letters

Letter stamps

Word wall

Sound phones

Writing paper

Dry erase boards

Environmental print

Poems / Songs

Plays

Puppets/retelling props

Leap pads

Pocket charts

Big books

Computer

Puzzles