Kindergarten

Curriculum
Handbook

© Midland Public Schools 2020-2021

Midland, Michigan Revised 9/1/20

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 MPS District Vision
Lead with respect, trust and courage. Ensure an equitable, collaborative and inclusive culture. Enable all to achieve success.

Welcome to Midland Public Schools

The Midland Public Schools is a school district that works together to provide a challenging, inquiry-
based education that encourages all stakeholders to be internationally minded, lifelong learners who
positively impact the world.
This handbook provides you with grade level information about the Midland Public Schools’ (K-5)
curriculum. Our curriculum was developed using the Michigan Academic Standards.

Written progress of achievement will be reported four times per year: November, January, April and
June. Conferences are available in the fall and the spring to provide an opportunity to discuss your
child’s progress and an explanation of specific classroom learning. Progress reports and conferences
are one of many ways through which we communicate your child’s growth and learning. They provide
information about areas of the curriculum assessed during a given period, including feedback about
your child’s successes in school, as well as areas for growth and improvement as we continue to
reflect on the teaching-learning cycle within Midland Public Schools. Midland Public Schools’
elementary assessment policy can be found at: https://www.midlandps.org/pyp-policies

The International Baccalaureate (IB) - Primary Years Programme (PYP)

The Midland Public Schools follows the Primary Years Programme of the International
Baccalaureate from preschool through grade five. The Primary Years Programme is a framework
used with MPS curriculum. This research-based programme allows for the integration of broad areas
of knowledge through the development of curriculum which students find relevant, engaging,
significant, and challenging. Learning, through inquiry and action, is the focus of the entire
elementary school community. Using the Primary Years Programme framework, students are actively
involved in their learning through an understanding of their own identity and are culturally aware, with
the purpose of becoming responsible local, national and world citizens.

The PYP consists of five essential elements to guide student learning. These five essential elements are:
● Approaches to Teaching - which is both disciplinary, represented by traditional subject areas
(language, math, science, social studies, arts, PSPE) and transdisciplinary
● Concepts - which students explore through structured inquiry in order to develop coherent, in-
depth understanding, and which have relevance both within and beyond subject areas
● Approaches to Learning - which are the broad capabilities students develop and apply during
learning and in life beyond the classroom
● Attitudes - which contribute to international-mindedness and the wellbeing of individuals and
learning communities, and connect directly to the IB learner profile
● Action - which is an expectation in the PYP that successful inquiry leads to responsible,
thoughtful and appropriate action.
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Taken from http://www.ibo.org/en/programmes/primary-years-programme/curriculum/written-
curriculum/

The IB Primary Years Programme focuses on the development of the whole child as an inquirer, both
in school and in the world around them. The programme uses structured, purposeful inquiry to gain
more knowledge and a deeper understanding of content. Students study units of inquiry, which are
organized by six transdisciplinary themes. They are:
● Who We Are: An inquiry into the nature of the self; beliefs and values; personal, physical,
mental, social and spiritual health; human relationships including families, friends,
communities, and cultures; rights and responsibilities; what it means to be human.
● Where We Are in Place and Time: An inquiry into orientation in place and time; personal
histories; homes and journeys; the discoveries, explorations and migrations of humankind;
the relationships between and the interconnectedness of individuals and civilizations, from
local and global perspectives.
● How We Express Ourselves: An inquiry into the ways in which we discover and express
ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend
and enjoy our creativity; our appreciation of the aesthetic.
● How the World Works: An inquiry into the natural world and its laws; the interaction
between the natural world (physical and biological) and human societies; how humans use
their understanding of scientific principles; the impact of scientific and technological
advances on society and on the environment.
● How We Organize Ourselves: An inquiry into the interconnectedness of human-made
systems and communities; the structure and function of organizations; societal decision-
making; economic activities and their impact on humankind and the environment.
● Sharing the Planet: An inquiry into rights and responsibilities in the struggle to share finite
resources with other people and with other living things; communities and the relationships
within and between them; access to equal opportunities; peace and conflict resolution.

From International Baccalaureate document Making the PYP Happen: A Curriculum Framework for the
International Primary Education, 2009

More information about the Primary Years Programme can be found at:
http://www.ibo.org/en/programmes/primary-years-programme/

IB Learner Profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their
common humanity and shared guardianship of the planet, help to create a better and more peaceful
world. – IB learner profile statement
The learner profile is the heart of the PYP, and it defines a set of attributes for students to show
they are developing lifelong learning and inquiry skills, and that they are aware of and sensitive to the
experiences of others. The attributes described in the IB learner profile are appropriate to, and
achievable by, all elementary students.
IB learners strive to be:
● Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy learning and this
love of learning will be sustained throughout their lives.
● Knowledgeable: They explore concepts, ideas and issues that have local and global
significance. In so doing, they acquire in-depth knowledge and develop understanding across
a broad and balanced range of disciplines.
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 ● Thinkers: They exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical decisions.
● Communicators: They understand and express ideas and information confidently and
creatively in more than one language and in a variety of modes of communication. They work
effectively and willingly in collaboration with others.
● Principled: They act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take responsibility for
their own actions and the consequences that accompany them.
● Open-minded: They understand and appreciate their own cultures and personal histories,
and are open to the perspectives, values and traditions of other individuals and communities.
They are accustomed to seeking and evaluating a range of points of view, and are willing to
grow from the experience.
● Caring: They show empathy, compassion and respect towards the needs and feelings of
others. They have a personal commitment to service, and act to make a positive difference to
the lives of others and to the environment.
● Risk-takers: They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles, ideas and strategies.
They are brave and articulate in defending their beliefs.
● Balanced: They understand the importance of intellectual, physical and emotional balance to
achieve personal well-being for themselves and others.
● Reflective: They give thoughtful consideration to their own learning and experience. They are
able to assess and understand their strengths and limitations in order to support their learning
and personal development.
From International Baccalaureate document Making the PYP Happen: A Curriculum Framework for
the International Primary Education, 2009

Progress Report
Approaches to Learning
Approaches to Learning are a set of strategies and skills that promote inquiry and learning across all
subject areas. Development of these skills supports life-long learning and assists students in learning
and succeeding inside and outside of the school setting.

Indicators for Approaches to Learning:

Extending (EXT) Exceeds expectations
Achieving (ACH) Consistently and independently meets expectations
Developing (DEV) Inconsistently and/or with reminders progressing toward expectations
Limited Development (LIM) Does not yet exhibit the expected behaviors

Thinking Skills:
● Acquiring knowledge/ Generating ideas: Gains, uses and recalls knowledge over time;
generates new ideas and inquires
● Application and analysis: Makes use of knowledge, skills and information in new
situations; compares and contrasts; makes connections/recognizes patterns
● Synthesizing, evaluating and reflecting: Creates, designs, and/or invents;
expresses/defends an opinion; formulates an argument based on evidence; reflects on
learning
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Social Skills
● Accepts responsibility: Accepts responsibility for learning and actions
● Respects others: Respects the thoughts, feelings and beliefs of others
● Cooperates: Develops interpersonal relationships and collaborates

Communication Skills:
● Listening: Listens actively in a variety of settings/situations
● Speaking: Clearly expresses thoughts, ideas, and opinions in a variety of settings/situations

Self-Management Skills:
● Organization: Plans and carries out activities effectively
● Time management: Manages time and tasks effectively
● Codes of behavior: Follows school/classroom essential agreements and expectations
● Participation: Participates in learning experiences

Research Skills:
● Formulating and planning: Asks relevant questions; formulates a plan for research/action
● Gathering and recording information: Gathers information from sources; uses methods
to record information
● Synthesizing, interpreting and evaluating: Sorts and categorizes information; identifies
patterns and relationships, draws conclusions

Academic Indicators for the Progress Report:

Extending (EXT) Demonstrates exemplary performance and understanding; takes action
Achieving (ACH) Consistently and independently meets expectations
Developing (DEV) Inconsistently and/or with reminders progressing toward expectations
Limited Development (LIM) Little or no progress toward expectations
In Progress (IP) Currently being taught
Not Assessed (NA) Not assessed during this marking period

Literacy
Reading, writing, word study, listening, speaking, viewing, presenting, and literature are included in
literacy instruction in all grades. Although each subject may be taught separately at times, they are
integrated for learning and mutually reinforced across the curriculum.

Oral Language Development

Sharing thoughts, ideas, feelings and perceptions with others is an important ability young children are
developing. By providing varied opportunities to practice using language, children gain the skills needed to
speak confidently. Listening is also an important component of communication. In the normal course of child
development, listening precedes speaking, and speaking precedes writing and reading. By developing listening
skills, vocabulary is enhanced as well as the child’s ability to read and write.

1. Uses oral language to express thoughts, feelings and experiences to communicate a message or clarify
understanding
• Confirms understanding of a text read aloud or information presented (SL.K.2)
• Asks and answers questions in order to seek help, get information or clarify something that is not
understood (SL.K.3)
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 • Describes familiar people, places, things and events, and with prompting and support provides
additional details (SL.K.4).
• Speaks audibly and expresses thoughts, feelings and ideas clearly (SL.K.6)

2. Participates in collaborative conversations (SL.K.1)

• Follows agreed upon rules as in listening to others and taking turns speaking about topics and
texts under discussion
• Continue a conversation through multiple exchanges
3. Demonstrates an understanding of standard English grammar and usage when speaking
• Demonstrates command of the conventions of standard English grammar and usage when writing
or speaking (SL.K.1)
-Understands and uses question words
-Produces and expands complete sentences in shared language activities
• Uses pronouns correctly (ie: she/her)
• Uses irregular past tense verbs (ie: ran, went, swam)

Reading
Reading is a process of constructing meaning from written language. Learning to read is an active
process involving interaction between the child and print, enabling the reader to build meaning.
Through instruction, children learn a variety of strategies to derive meaning from print, to value
reading as a learning tool and to view reading as pleasurable.

Foundational Skills
1. Demonstrates understanding of organization and basic features of print
• Follows words from left to right, top to bottom and page by page
• Matches 1:1 with voice and print
• Understands words are separated by spaces in print
• Recognizes and names all upper and lowercase letters of the alphabet
• Identifies the front cover, back cover and title page of a book

2. Demonstrates understanding of words, syllables and sounds (phonemes)

• Recognizes and supplies rhyming words
• Counts, produces, blends and segments syllables in spoken words
• Blends and segments onsets and rimes of single-syllable spoken words
• Isolates and produces the initial, medial vowel and final sounds (phonemes) in three –
phoneme (consonant/vowel/consonant, or CVC) words
• Adds or substitutes individual sounds (phonemes) in simple, one-syllable words to make
new words

3. Knows and applies grade-level phonics and word analysis skills in decoding words
• Demonstrates basic knowledge of letter-sound correspondence
• Distinguishes between similarly spelled words by identifying the sounds of the letters
that differ

4. Reads emergent reader text with sufficient accuracy and fluency to support comprehension
• Reads grade-level text with purpose and understanding
• Reads grade-level text orally with accuracy, appropriate rate and expression
• Uses context to confirm or self-correct word recognition and understanding, rereading
as necessary
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 • Reads common high-frequency words by sight

Reading Literature
1. Constructs meaning from a narrative text
• Asks and answers questions about key details in a text
• Retells familiar stories including key details
• Describes the relationship between illustrations and the story in which they appear
• Compares and contrasts the adventures and experiences of characters in familiar
stories
• Identifies characters, settings, and major events in a story
• Asks and answers questions about unknown words in a text
• Recognizes common types of texts

Reading Informational
1. Constructs meaning from an informational text
• Asks and answers questions about key details in a text
• Identifies the main topic and retells key details of a text
• Describes the connection between two individuals, events, ideas, or pieces of
information in a text
• Asks and answers questions about unknown words in a text
• Describes the relationship between illustrations and the text in which they appear
• Identifies the reasons an author gives to support points in a text
• Identifies basic similarities in and differences between two texts on the same topic
• Describes the relationship between illustrations and the text in which they appear

Writing
Writing is an ongoing process. Writing is a means of thinking and communicating. Kindergarten
children communicate their ideas through pictures and words using various tools.
1. Hears and records sounds in words
2. Use a combination of drawing, dictating, and writing to compose opinion pieces.
3. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts.
4. Use a combination of drawing, dictating, and writing to compose narratives.
Fine Motor Skills
The kindergarten classroom emphasizes the acquisition of fine motor skills. The classroom teacher
provides lessons and activities to aid physical development of large and small muscles to gain
proficiency in body coordination.

1. Demonstrates fine motor skills (forms letters and numbers conventionally, uses scissors,
draws, uses zippers, etc.)

Mathematics
In kindergarten mathematics, instructional time focuses on two critical areas: (1) representing and
comparing whole numbers, initially with sets of objects; (2) describing shapes and space. More
learning time in kindergarten is devoted to numbers than to other topics.

Grade K Overview: Counting and Cardinality

● Knows number names and count sequence
● Counts to tell the number of objects
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 ● Compare numbers

Operations and Algebraic Thinking

● Understands addition as putting together and adding to and understands subtraction as
taking apart and taking from.

Number and Operations in Base Ten

● Works with numbers to gain foundations for place value

Measurement and Data

● Describes and compare measurable attributes
● Classifies objects and counts the number of objects in each category

Geometry
● Identifies and describes shapes
● Analyzes, compares, creates, and composes shapes

Mathematical Practices
The standard for mathematical practices describe a variety of expertise that should be developed in
students in order to develop a mathematical mindset and to become a problem solver.
1. Makes sense of problems and perseveres in solving them
2. Reasons abstractly and quantitatively
3. Constructs viable arguments and critiques the reasoning of others
4. Models with mathematics
5. Uses appropriate tools strategically
6. Attends to precision
7. Looks for and makes use of structure
8. Looks for and expresses regularity in repeated reasoning

Counting and Cardinality

1. Counts in a sequence
• Counts to 100 by ones and by tens
• Counts forward beginning from a given number within the known sequence (instead of
having to begin at 1)
• Understands the relationship between numbers and quantities; connects counts to
cardinality
• Counts to answer “how many” question

2. Reads and writes numbers

• Writes numbers from 0 to 20. Represents a number of objects with a written numeral 0-
20

3. Compares numbers
• Identifies whether the number of objects in one group is greater than, less than, or equal
to the number of objects in another group
• Compares two numbers presented as written numerals

Operations and Algebraic Thinking

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 4. Represents Addition and Subtraction to solve problems
• Understands addition as putting together and adding to, and understand subtraction as
taking apart and taking from. Also understands decomposing numbers
• Solves addition and subtraction word problems and adds and subtracts within 10 by
using objects or drawings to represent the problem

5. Knows Addition and Subtraction up to 5

• Fluently knows addition and subtraction up to 5

Numbers and Operations in Base Ten

6. Works with numbers to gain foundations for place value
● Compose and decompose from 11 to 19 into tens, ones and some further ones

Measurement and Data

7. Describes and compares measurable attributes
• Describes measurable attributes of objects, such as length or weight. Describes several
measurable attributes of a single object
• Directly compares two objects with a measurable attribute in common, to see which
object has “more of”/”less of” the attribute and describe the difference.

8. Classifies Objects
• Classifies objects into given categories, counts the numbers of objects in each category
and sorts the categories
Geometry
9. Describes & compares shapes
• Describes shapes and their positions
• Identifies shapes as two-dimensional or three-dimensional
• Analyzes and compares two- and three-dimensional shapes
• Compose simple shapes to form larger shapes
Science
Students will be given opportunities to discover, reinforce, and apply scientific concepts. Concepts
are determined by the Michigan Academic Standards. The engineering design process will be
applied and extended through the use of Project Lead the Way modular units and grade level units.

1. Demonstrate an understanding of Engineering, Technology, and Applications of Science

● Students discover the design process, identify products around them designed by
engineers, and use what they have learned to design their own paintbrushes.

2. Demonstrate an understanding of Life Science

● Students will explain what living things need in order to survive
● Students will explain how living things can change their environment to meet their needs
● Students will represent the relationships between the needs of all living things and where
they exists
● Students will recognize the impact of humans on the environment and provide solutions
for local problems

3. Demonstrate an understanding of Earth and Space Science

● Students will observe the weather including the effects of the sun and patterns over time
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 4. Demonstrate an understanding of Physical Science
● Students investigate different pushes and pulls and apply what they know to a swing set-
installation project.

Project Lead the Way

Project Lead the Way is the STEM Curriculum for Midland Public Schools. Each grade level engages
in four interdisciplinary modules in the areas of life science, physical science, earth and space
science, technology and engineering. The modules are designed with compelling activities, projects,
and problems that build upon each other and relates to the world around them.

In kindergarten, students will be given opportunities to discover and reinforce scientific concepts. The
scientific process skills will continue to be stressed and extended through the use of the following
modular units:

● Structure and Function: Exploring Design

● Pushes and Pulls
● Structure and Function: Human Body
● Animals and Algorithms

Social Studies
In Kindergarten, students will learn about the social studies disciplines (history, geography, civics and
government, and economics) through the lens of “Myself and Others.”

1. Demonstrates an understanding of history

• Students will distinguish among past, present, and future and create a general time line
using events from their own lives
• Students will describe ways people learn about the past

2. Demonstrates an understanding of geography

• Students will recognize that maps and globes represent places
• Students will identify and explain places in their immediate environment
• Students will explain how the environment provides our needs and wants

3. Demonstrates an understanding of civics and government

• Students will explain reasons for rules
• Students will identify the American flag as a symbol of our country
• Students will explain fair ways to make decisions

4. Demonstrates an understanding of economics

• Students will distinguish between goods and services and explain what it means to trade

5. Demonstrates an understanding of public discourse, decision making, and citizen

involvement
• Students will identify a classroom issue and express their position on the issue. They will
develop a plan to address the issue and compare their viewpoint with that of another
viewpoint.

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ART
Experiences in kindergarten provide opportunities for children to use their imagination, express their
feelings and emotions, and let their creativity blossom. Children learn to value uniqueness and
individuality along with developing their own sense of what is beautiful. Effort and participation in
dramatization, visual arts, music, creative movement and construction are promoted. Open-ended
experiences in which the process is emphasized rather than the product build divergent thinking,
problem-solving skills, and self-confidence.

Effort, participation and innovation in construction are promoted in the classroom setting. The
classroom teacher provides the instruction and assessment in this area.

1. Is a cooperative learner
Ext Encourages others to follow directions, use supplies appropriately and respect the
work of others.
Ach Follows directions, uses supplies appropriately, and respects the work of others.
Dev Follows directions, uses supplies appropriately, and respects the work of others, with
reminder.
LIM Has difficulty following directions, respecting the work of others or using supplies
appropriately.

2. Acquiring skills and concepts

Ext Demonstrates self-motivation to expand concepts and techniques taught.
Ach Consistently demonstrates an understanding of concepts and techniques taught.
Dev Generally demonstrates an understanding of concepts and techniques taught.
NY Rarely demonstrates an understanding of concepts and techniques taught.

Music
Effort and participation in music and creative movement are promoted. A certified teacher provides
the instruction and assessment in this area.

Skills acquired throughout the year:

• Differentiating singing voice and speaking voice
• Keeping a steady beat
• Showing cooperative behavior
• Handling instruments with care and concern
• Following directions
• Identifying melodic direction
• Distinguishing between high-low; loud-soft; fast-slow
• Demonstrating the ability to move through the classroom space safely during movement
activities
• Learning to appreciate and enjoy a variety of musical styles and sounds

1. Is a cooperative learner
Ext Demonstrates to other students the proper techniques for the use of instruments;
consistently serves as a positive role model for other students; encourages other
students to follow directions and value vocal music; participates with an enthusiasm
and maturity beyond their age.
Ach Shows care and concern for proper handling of instruments; works well with

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 others; consistently follows directions; participates with enthusiasm.
Dev Demonstrates an understanding of the use of instruments but does not always use
good judgment; learning to work with other students; generally follows directions;
participates.
LIM Misuses instruments; mistreats other students; does not follow directions; does not
participate.

2. Demonstrates understanding of basic musical concepts

Ach: Demonstrates grade level standard for steady beat and singing voice
Dev: Inconsistently demonstrates grade level standard for steady beat and singing voice
LIM: Does not show an understanding of steady beat and/or singing voice

Physical Education
The kindergarten physical education program’s primary emphasis is the acquisition of gross motor
skills. The physical education specialist provides lessons, activities and experiences that allow children
to develop the awareness, attitudes, and skills that lead to improved body control, wellness, and
physical fitness. They also help the child in using large and small muscles to gain proficiency in body
coordination. The certified physical education teacher provides the physical education assessment.

1. Demonstrates body control (Includes observations made in gym, classroom and outside time)
Ach: Controls body to avoid collisions; understands concept of space (own, others’,
room); demonstrates large motor dexterity
Dev: Sometimes collides with others; beginning to judge space appropriately; improving
large motor dexterity
LIM: Bumps into people and/or objects; falls or trips frequently; lacks large motor dexterity

2. Participates appropriately in physical activities (Includes observations made in gym, classroom

and outside time)
Ach: Joins in appropriately during physical activities; enjoys physical activities;
follows directions and rules of the game; understands use of equipment and
uses it appropriately
Dev: Self-conscious during physical activities; seeks adult support often; general follows
directions; understands use of equipment but does not always use it appropriately;
learning to play with classmates
LIM: Avoids physical activities; refuses to participate; has difficulty following directions; does
not use equipment correctly or appropriately

3. Is a cooperative learner
Ach: Follows directions; follows rules of game; works well with classmates
Dev: Generally follows directions; understands use of equipment, but does not always use
good judgment; learning to play with classmates; occasionally makes negative remarks
LIM: Misuses equipment; uses inappropriate language; disrespectful of others

World Language
Children today learn a world language through an approach different from when their parents were
in school. Language acquisition and learning about a different culture is much improved when
students are taught in the language through a fun, meaningful and functional approach. A young
learner is more apt to make the most of learning a world language when comprehension and
flexibility in thinking skills (such as concept learning, problem solving, and critical and divergent
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 thinking) can be developed over time.
The kindergarten world language program reinforces basic skill areas by offering children a range
of experiences connecting with mathematics, global awareness, language arts, music, physical
activities, technology, art, and science. Activities take into account different learning styles and abilities
and include cultural games, songs, rhymes, storytelling, physical expression, and drawing. Developing
listening comprehension in kindergarten is a very important part of the communication process. It
precedes speaking and pre-reading.

1. Demonstrates listening comprehension in world language (following directions, repeating and

responding)
Ach: Follows verbal directions, repeats or responds; responds to simple verbal, total
physical response or concrete clues consistently
Dev: Follows some general verbal directions with limited repeating or responding; responds
to limited simple verbal, total physical response or concrete clues
LIM: Is not able to follow verbal directions, repeat or respond; is unable to respond to simple
verbal, total physical response or concrete clues

2. Comprehends and uses vocabulary on familiar topics

Ach: Comprehends general information and produces vocabulary consistently when
using objects, visuals, gestures and illustrations; imitates modeled words and
phrases and begins to use them independently
Dev: Comprehends general information and uses some vocabulary when using objects,
visuals, gestures and illustrations in speaking; imitates modeled words and phrases
LIM: Is not able to comprehend general information or use vocabulary when manipulating
objects, visuals, gestures or illustrations in speaking; is unable to imitate modeled
words and phrases

3. Is a cooperative learner
Ach: Makes eye contact with speaker and is an engaged listener; often demonstrates
initiative; attempts new activities once introduced; volunteers often; contributes
appropriately in learning activities
Dev: Inconsistently makes eye contact with speaker; is hesitant but occasionally tries new
activities with assistance and/or encouragement; contributes to learning activities with
prompting
LIM: Rarely makes eye contact with speaker; seldom contributes to learning activities even
with prompting; demonstrates uncooperative behaviors with teachers and classmates

NWEA

NWEA MAP Growth - MAP tests are based on a continuum of skills in Mathematics and Reading
from low skill levels to high skill levels. MAP assessments help teachers identify the instructional
level of the student and also provide context for determining where each student is performing in
relation to local or state standards and national norms. NWEA MAP Growth is utilized grades 1-8
for Reading. NWEA MAP Growth is utilized grades DK-8 for Math. MAP Reading Fluency is used in
Developmental Kindergarten and Kindergarten.

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