Parents’ Guide

Bath Local Schools

Kindergarten

Ohio Academic Content

Standards

Grade Level Indicator

Checklists

Acknowledgements:

Robert Fogler, Superintendent

Arline Mase, Assistant Superintendent

John Evanosky, Conotton Valley Curriculum Coordinator

Deb Haglock, Strasburg Curriculum Coordinator

Janis Hunter, Indian Valley Curriculum Coordinator

Elaine Karp, Garaway Curriculum Coordinator

Jeff Raynor, Tuscarawas Valley Curriculum Coordinator

Jerry Rippeth, Brown Local Curriculum Coordinator

Karen Jenkins, Special Projects

Vikki Horrisberger, Layout and Design

No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, except as may be expressly permitted in writing.

Curriculum Department

834 East High Avenue

New Philadelphia, Ohio 44663

Phone: 330.308.9939

Fax: 330.308.0964

www.tchesc.k12.oh.us

Dear Parents and Guardians,

Have you ever wondered if your child is learning what he or she needs to know?

Academic Content Standards set expectations for teaching and learning. Standards are statements of knowledge and skills that every child is expected to learn and use in solving everyday problems and to become a contributing citizen. Your child’s school uses the Standards to assist in matching teaching and learning with testing so that youngsters are tested on the same knowledge and skills that they have learned.

This booklet tells what your child will be learning this school year in the major academic subjects. The Grade Level Indicators listed are specific statements of the knowledge and skills that a student must demonstrate. The Indicators serve as checkpoints that monitor progress towards the learning that your child will demonstrate on statewide tests, from elementary school all the way through high school.

As you look through this parent resource, you will see that the Indicators are grouped under the relevant Standards. The Ohio State Board of Education has adopted Standards and Grade Level Indicators in the core subjects mandated for statewide tests.

ENGLISH LANGUAGE ARTS

MATHEMATICS

SOCIAL STUDIES

SCIENCE

If after reviewing this booklet, you have questions or concerns, please contact your child’s teacher.

This parent resource was developed by the Tuscarawas-Carroll-Harrison Educational Service Center to further our mission of “helping schools help students.”

English Language Arts

Phonemic Awareness, Word Recognition and Fluency

Indicator

1. Read own first and last name.

2. Identify and complete rhyming words and patterns.

3. Distinguish the number of syllables in words by using rhythmic clapping, snapping or counting.

4. Distinguish and name all upper- and lower-case letters.

5. Recognize, say and write the common sounds of letters.

6. Distinguish letters from words by recognizing that words are separated by spaces.

7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.

8. Read one-syllable and often-heard words by sight.

9. Reread stories independently or as a group, modeling patterns of changes in timing, voice and expression.

Acquisition of Vocabulary

Indicator

1. Understand new words from the context of conversations or from the use of pictures within a text.

2. Recognize and understand words, signs and symbols seen in everyday life.

3. Identify words in common categories such as color words, number words and directional words.

4. Determine the meaning of unknown words, with assistance, using a beginner’s dictionary.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

Indicator

1. Demonstrate an understanding that print has meaning by explaining that text provides information or tells a story.

2. Hold books right side up, know that people read pages from front to back and read words from left to right.

3. Know the differences between illustrations and print.

4. Visualize the information in texts, and demonstrate this by drawing pictures, discussing images in texts or dictating simple descriptions.

5. Predict what will happen next, using pictures and content as a guide.

6. Compare information (e.g., recognize similarities) in texts using prior knowledge and experience.

7. Recall information from a story by sequencing pictures and events.

8. Answer literal questions to demonstrate comprehension of orally read grade-appropriate texts.

9. Monitor comprehension of orally read texts by asking and answering questions.

10. Identify favorite books and stories and participate in shared oral reading.

English Language Arts

Reading Applications: Informational, Technical and Persuasive Text

Indicator

1. Use pictures and illustrations to aid comprehension.

2. Identify and discuss the sequence of events in informational text.

3. Tell the main idea of a selection that has been read aloud.

4. Identify and discuss simple maps, charts and graphs.

5. Follow simple directions.

Reading Applications: Literary Text

Indicator

1. Identify favorite books and stories.

2. Identify the characters and setting in a story.

3. Retell or re-enact a story that has been heard.

4. Distinguish between fantasy and reality.

5. Recognize predictable patterns in stories.

Writing Processes

Indicator

1. Generate writing ideas through discussions with others.

2. Choose a topic for writing.

3. Determine audience.

4. Organize and group related ideas.

5. Write from left to right and top to bottom.

6. Use correct sentence structures when expressing thoughts and ideas.

7. Reread own writing.

8. Use resources (e.g., a word wall) to enhance vocabulary.

9. Rewrite and illustrate writing samples for display and for sharing with others.

Writing Applications

Indicator

1. Dictate or write simple stories, using letters, words or pictures.

2. Name or label objects or places.

3. Write from left to right and from top to bottom.

4. Dictate or write informal writings for various purposes.

Writing Conventions

Indicator

1. Print capital and lowercase letters, correctly spacing the letters.

2. Leave spaces between words when writing.

3. Show characteristics of early letter name-alphabetic spelling.

4. Use some end consonant sounds when writing.

5. Place punctuation marks at the end of sentences

English Language Arts

Research

Indicator

1. Ask questions about a topic being studied or an area of interest.

2. Use books or observations to gather information, with teacher assistance, to explain a topic or unit of study.

3. Recall information about a topic, with teacher assistance.

4. Share findings visually or orally.

Communication: Oral and Visual

Indicator

1. Listen attentively to speakers, stories, poems and songs.

2. Connect what is heard with prior knowledge and experience.

3. Follow simple oral directions.

4. Speak clearly and understandably.

5. Deliver informal descriptive or informational presentations about ideas or experiences in logical order with a beginning, middle and end.

6. Recite short poems, songs and nursery rhymes.

COMMENTS
Mathematics

Number, Number Sense and Operations

Indicator

1. Compare and order whole numbers up to 10.

2. Explain rules of counting, such as each object should be counted once and that order does not change the number.

3. Count to twenty; e.g., in play situations or while reading number books.

4. Determine “how many” in sets (groups) of 10 or fewer objects.

5. Relate, read and write numerals for single-digit numbers (0 to 9).

6. Construct multiple sets of objects each containing the same number of objects.

7. Compare the number of objects in two or more sets when one set has one or two more, or one or two fewer objects.

8. Represent and use whole numbers in flexible ways, including relating, composing and decomposing numbers; e.g., 5 marbles can be 2 red and 3 green or 1 red and 4 green.

9. Identify and state the value of a penny, nickel and dime.

10. Model and represent addition as combining sets and counting on, and subtraction as take-away and comparison. For example:

a. combine and separate small sets of objects in contextual situations; e.g., add or subtract one, two, or another small amount; and

b. count on (forward) and count back (backward) on a number line between 0 and 10.

11. Demonstrate joining multiple groups of objects, each containing the same number of objects; e.g., combining 3 bags of candy, each containing 2 pieces.

12. Partition or share a small set of objects into groups of equal size; e.g., sharing 6 stickers equally among 3 children.

13. Recognize the number or quantity of sets up to 5 without counting; e.g. recognize without counting the dot arrangement on a domino as 5.

Measurement

Indicator

1. Identify units of time (day, week, month, year) and compare calendar elements; e.g., weeks are longer than days.

2. Compare and order objects of different lengths, areas, weights and capacities; and use relative terms, such as longer, shorter, bigger, smaller, heavier, lighter, more and less.

3. Measure length and volume (capacity) using uniform objects in the environment. For example, find:

a. how many paper clips long is a pencil; and

b. how many small containers it takes to fill one big container using sand, rice, beans.

4. Order events based on time. For example:

a. activities that take a long or short time;

b. review what we do first, next, last; and

c. recall what we did or plan to do yesterday, today, tomorrow.

Mathematics

Geometry and Spatial Sense

Indicator

1. Identify and sort two-dimensional shapes and three-dimensional objects. For example:

a. identify and describe two-dimensional figures and three-dimensional objects from the environment using the child’s own vocabulary;

b. sort shapes and objects into groups based on student-defined categories;

c. select all shapes or objects of one type from a group; and

d. build two-dimensional figures using paper shapes or tangrams; build simple three-dimensional objects using blocks.

2. Name and demonstrate the relative position of objects as follows:

a. place objects over, under, inside, outside, on, beside, between, above, below, on top of, upside-down, behind, in back of, in front of; and

b. describe placement of objects with terms, such as on, inside, outside, above, below, over, under, beside, between, in front of, behind.

Patterns, Functions and Algebra

Indicator

1. Sort, classify and order objects by size, number and other properties. For example:

a. identify how objects are alike and different;

b. order three events or objects according to a given attribute, such as time or size;

c. recognize and explain how objects can be classified in more than one way; and

d. identify what attribute was used to sort groups of objects that have already been sorted.

2. Identify, create, extend and copy sequences of sounds (such as musical notes), shapes (such as buttons, leaves or blocks), motions (such as hops or skips), and numbers from 1 to 10.

3. Describe orally the pattern of a given sequence.

4. Model a problem situation using physical materials.

Data Analysis and Probability

Indicator

1. Gather and sort data in response to questions posed by teacher and students; e.g., how many sisters and brothers, what color shoes.

2. Arrange objects in a floor or table graph according to attributes, such as use, size, color or shape.

3. Select the category or categories that have the most or fewest objects a floor or table graph.

COMMENTS

Social Studies

History

Indicator

1. Recite the days of the week.

2. Use vocabulary associated with time to distinguish broad categories of historical time such as long ago, yesterday, today and tomorrow.

3. Demonstrate understanding of one’s own personal life history (e.g., birth, toddler and preschool).

4. Recognize state and federal holidays and explain their significance.

5. Listen to and discuss songs, poetry, literature and drama that reflect the cultural heritages of the people of the United States.

People in Societies

Indicator

1. Identify ways that individuals in the family, school and community are unique and ways that they are the same.

2. Identify different cultures through the study of holidays, customs and traditions utilizing language, stories, folktales, music and the arts.

Geography

Indicator

1. Identify and correctly use terms related to location, direction and distance including:

a. up/down;

b. over/under;

c. here/there;

d. front/back; and

e. behind/in front of.

2. Recite home address.

3. Make models and maps representing real places including the classroom.

4. Distinguish between land and water on maps and globes.

5. Demonstrate familiarity with the school’s layout.

6. Describe the immediate surroundings of home (e.g., streets, buildings, fields, woods or lakes).

7. Identify key natural resources that are used in the students' daily lives.

Economics

Indicator

1. Recognize that people have many wants.

2. Explain how people make decisions in order to satisfy their wants.

3. Identify goods and services.

Government

Indicator

1. Identify authority figures in the home, school and community.

2. Recognize symbols of the United States that represent its democracy and values including:

a. the national flag; and

b. the Pledge of Allegiance.

3. Identify purposes for having rules and ways that they provide order, security and safety in the home, school and community.

Social Studies

Citizenship Rights and Responsibilities

Indicator

1. Participate and cooperate in classroom activities.

2. Take personal responsibility to follow directions and rules.

3. Demonstrate the ability to make choices and take responsibility for personal actions.

4. Discuss the attributes and actions of a good citizen with emphasis on:

a. trust;

b. respect;

c. honesty;

d. responsibility;

e. fairness

f. compassion; and

g. self-control.

Social Studies Skills and Methods

Indicator

1. Listen for information.

2. Sort objects or pictures according to appropriate criteria.

3. Compare similarities and differences among objects or pictures.

4. Communicate information.

5. Work with others by sharing, taking turns and raising hand to speak.

COMMENTS

Science

	Earth and Space Sciences
	Indicator
	1. Observe that the Sun can be seen only in the daytime, but the Moon can be seen sometimes at night and sometimes during the day.
	2. Explore that animals and plants cause changes to their surroundings.
	3. Explore that sometimes change is too fast to see and sometimes change is too slow to see.
	4. Observe and describe day-to-day weather changes (e.g., today is hot, yesterday we had rain).
	5. Observe and describe seasonal changes in weather.
	Life Sciences
	Indicator
	1. Explore differences between living and non-living things (e.g., plant-rock).
	2. Discover that stories (e.g., cartoons, movies, comics) sometimes give plants and animals characteristics they really do not have (e.g., talking flowers).
	3. Describe how plants and animals usually resemble their parents.
	4. Investigate variations that exist among individuals of the same kind of plant or animal.
	5. Investigate observable features of plants and animals that help them live in different kinds of places.
	6. Investigate the habitats of many different kinds of local plants and animals and some of the ways in which animals depend on plants and each other in our community.
	Physical Sciences
	Indicator
	1. Demonstrate that objects are made of parts (e.g., toys, chairs).
	2. Examine and describe objects according to the materials that make up the object (e.g., wood, metal, plastic, cloth).
	3. Describe and sort objects by one or more properties (e.g., size, color, shape).
	4. Explore that things can be made to move in many different ways such as straight, zigzag, up and down, round and round, back and forth, or fast and slow.
	5. Investigate ways to change how something is moving (e.g., push, pull).
Science and Technology
Indicator
1. Explore that objects can be sorted as “natural” or “man-made”.
2. Explore that some materials can be used over and over again (e.g., plastic or glass containers, cardboard boxes and tubes).
3. Explore that each kind of tool has an intended use, which can be helpful or harmful (e.g., scissors can be used to cut paper but they can also hurt you).

Science

Scientific Inquiry

Indicator

1. Ask “what if” questions.

2. Explore and pursue student-generated “what if” questions.

3. Use appropriate safety procedures when completing scientific investigations.

4. Use the five senses to make observations about the natural world.

5. Draw pictures that correctly portray features of the item being described.

6. Recognize that numbers can be used to count a collection of things.

7. Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers and other appropriate tools).

8. Measure the lengths of objects using non-standard methods of measurement (e.g., teddy bear counters, pennies).

9. Make pictographs and use them to describe observations and draw conclusions.

10. Make new observations when people give different descriptions for the same thing.

Scientific Ways of Knowing

Indicator

1. Recognize that scientific investigations involve asking open-ended questions. (How? What if?)

2. Recognize that people are more likely to accept your ideas if you can give good reasons for them.

3. Interact with living things and the environment in ways that promote respect.

4. Demonstrate ways science is practiced by people everyday (children and adults).

COMMENTS

For ordering information, contact the Tuscarawas-Carroll-Harrison ESC

© Copyright Pending - 2003