College and Career Readiness Standards
Narrative Summary for Kindergarten Math
In Kindergarten, instructional time should focus 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 should be devoted to numbers than to other topics.

Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set;
counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects,
or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5. Students choose, combine, and apply effective strategies for answering quantitative
questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the
number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away.

Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name, and
describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with
different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and
spatial reasoning to model objects in their environment and to construct more complex shapes. By the end of kindergarten students are
expected to complete the following:
Counting and Cardinality

Know number names and the count sequence.

Count to tell the number of objects.

Compare numbers.

Introduce counting to 100 by ones and tens

Represent a number of objects with a written numeral 0–20.

Count objects to understand the relationship between numbers and quantities and to answer “how many” questions for numbers from 1–20.

Identify if the number of objects in one group is greater than, less than, or equal to the number of objects in another (for groups with up to 10
objects).
Operations and Algebraic Thinking
1. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
2. Focus on representing addition and subtraction in various ways such as using objects, fingers, drawings, verbal explanations, or equations
3. Add and subtract and solve addition and subtraction word problems for numbers within 10, by using objects or drawing.
4. Fluently add and subtract within 5.
5. Decompose numbers (less than or equal to 10) into pairs.
Number and Operations in Base Ten
1. Introduce composing and decomposing numbers from 11–19 into tens and ones.
Page 1 of 62
Greenville Public Schools-
Measurement and Data
2. Describe and compare measurable attributes.
3. Classify objects and count the number of objects in each category
4. Directly compare two objects and describe the differences based on a measureable attribute in common (e.g., height).
5. Classify objects into given categories and sort by count.
6. Understand concepts of time (e.g., morning, today, week) and tools that measure time (e.g., clock, calendar).
7. Name the days of the week and identify time of everyday events (e.g., lunch time is 12 o’clock).
8. Introduce collecting data and recording results Introduce simple patterns
Geometry
1. Identify and describe shapes.
2. Analyze, compare, create, and compose shapes.
3. Correctly name and identify shapes as two-dimensional (flat) and three-dimensional (solid). Analyze and compare two- and three-dimensional
shapes, using informal language
4. Model shapes by building and drawing shapes
5. Compose simple shapes to form larger shapes, such as triangles to form rectangles
6. Describe the relative positions of objects, such as above or behind
Page 2 of 62
Greenville Public Schools-
Greenville Public School District
Recommended Grade ___K__ Curriculum MAP
2016-2017
Content: MATH
Topic:
Time
Frame
(Week)
Grading
Period
1
Objectives (PLD)
(What do your
students need to be
able to DO?)
K.C.C.1
Count to 100 by
ones and by tens.
Essential
Questions
How high can I
count?
What do the
names of
numbers mean?
Why do we
count?
How can we
accurately count
and keep track of
quantities up to
20?
Skills
Count verbally
to 100 by ones
starting at 0
Count verbally
to 100 by tens
http://illuminatio
ns.nctm.org/Les
son.aspx?id=17
62
Activities
(HOW will you teach it?)
Resources
(What MATERIALS
will
you need?)
Lesson: Building Numbers
Up to 10
Teacher
Observation
Computer/ iPads/
Laptops
Students will construct sets of
numbers up to 10, write the
numerals up to 10, and count
up to 10 rationally. They will
use ten frames and also make
bean sticks
Answer
Questions
Session
Internet Access
Students
Responses
Connecting cubes
Crayons
Paper
Task:
Craft sticks
Have the students to complete
the task below:
Have students stand and form a
circle facing in toward each
other. Select a counting
sequence to be practiced with
no more than 8-10 numbers in
the sequence.
Have the students start
counting around the circle one
by one until the last number in
the sequence is reached.
Page 3 of 62
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
White glue
Pinto beans
Index cards
http://illuminations.nct
m.org/uploadedFiles/
Content/Lessons/Res
ources/preK2/Count10-ASNumeralCards(3).pdf
Greenville Public Schools-
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
Science:
This lesson is
designed to
help students
understand and
reinforce how
numbers are
assigned to
objects, as well
as think about
more, less, or
equal values.
In this lesson,
the students
will be asked to
describe,
compare, and
classify plants.
Because plants
are so similar,
the students
will rely on very
specific
information
such as
number and
shape of
leaves, height,
When the last number is
reached all students clap and
that student is out and sits
down on the floor in the middle
of the circle.
Suggestions for
Numeral Writing
Teacher Resource
Guide
http://illuminations.nct
m.org/uploadedFiles/
Content/Lessons/Res
ources/preK2/Count20-TSNumeralWriting.pdf
Start the counting sequence
over again until another student
reaches the number at the end
of the sequence; everyone
claps and that student sits in
the center with the first student.
Continue repeating the
sequence until only one child is
left standing and the rest are
seated in the center of the
circle. For example: for the
counting sequence 1-10: the
first student says "one," the
next student says "two" and so
on until the 10th students gets
to "ten" at this point everyone
claps and the tenth child sits in
the center of the circle. The
eleventh student starts over
with "one" and so on.
Ten Frames Activity
Sheet
http://illuminations.nct
m.org/uploadedFiles/
Content/Lessons/Res
ources/preK2/Count20-ASTenFrames.pdf
Computer
Students
performance
Number Puzzles 1-10
Students will place the strips
order from 1-10. The students
will develop skills in rote
counting and numeral
recognition.
Students
Responses
Teacher
Questioning
Internet Access
Website:
https://www.illustrativ
emathematics.org/co
ntentstandards/K/CC/A/1/t
asks/359
Paper/pencil
Students
Page 4 of 62
Greenville Public Schools-
size relative to
other plants,
etc. to tell them
apart. Students
will be able to
use numbers
concretely and
descriptively to
count as they
make specific
observations
about plants.
http://sciencen
etlinks.com/les
sons/it-counts/
Puzzle
Pieces/Handouts
Students
performance
Students
Responses
Teacher
Questioning
1st Nine
Weeks
K.CC.2
Count forward
beginning from a
given number
within the known
sequence (instead
of having to begin
at 1).
Page 5 of 62
How can you use
a 100 chart to
count numbers?
How are numbers
when you count?
How do numbers
increase as you
count?
Know number
names
Lesson: Looking back and
forward
Count sequence
Task:
Provide each pair with two dice
and twelve buttons. The
children work in pairs to roll
dice, make a set with that many
buttons, and compare the sets.
The pair with the most buttons
in their set makes a tallying
mark. After 10 rounds, the
children compare their tallies;
the one with the most tallies
wins the game.
Help the students find a
graphing tool. Using the class
button data from Lesson 7, ask
the students to make a bar
chart. [You may want to
describe the difference between
labeling the chart and labeling
the vertical axis.] Allow them to
choose the colors for each bar.
[When the chart is displayed,
the number of students who
wore each number of buttons
appears at the top of each bar.]
Ask the students to print their
graph after they are satisfied
that it displays the data
correctly. Then ask them to
compare the computer-
Teacher
Observation
Performance
Assessment
Teacher Made
Assessment
Student
Reflection
Website:
http://www.k5mathteachingresour
ces.com/supportfiles/number-puzzles1-10.pdf
http://illuminations.nct
m.org/Lesson.aspx?id
=302
1. Buttons
2. Brightly colored
paper
3. Crayons
4. Graphing tool (for
Station 3)
5. Button Bingo Grid
Activity Sheet (for
Station 5)
This lesson is
designed to
help students
understand
Language
Connection
Descriptive
writing
http://www.read
writethink.org/cl
assroomresources/less
onplans/descriptiv
e-writing-100thschool891.html
This lesson is
designed to
help students
understand
Phonics
Connection
http://www.read
writethink.org/cl
assroomresources/less
onplans/phonicsthroughliterature-
Greenville Public Schools-
generated graph with the graph
they made with the sticky notes.
learning180.html
Life Connection
http://wonderop
olis.org/wonder
/belgian-fries/
1st Nine
Weeks
K.CC3
Write numbers from
0 to 20. Represent
a number of objects
with a written
numeral 0-20 (with
0 representing a
count of no
objects).
How many digits
are needed to
write numbers
from one to
twenty?
How can you
count and write
20 with words
and numbers?
How can you
count and show
20 with objects?
•How can you
write the number
that you just
counted aloud?
•How do you
count objects?
•How do you
know that this
arrangement is
still 20?
•What is the next
number?
Know number
names
Count sequence
Lesson:
50 sticks or straws for each
group of 2 students
Student made Rekenrek
(pictured to the right): 10 red
and 10 white pony beads, 1
cardboard strip, 2 elastics
1 egg carton per pair of
students with 2 slots cut off to
make a carton with 10 slots
Hide Zero cards (in later grades
called Place Value cards)
Objects to put in the egg carton
such as mandarin oranges,
plastic eggs or beans
Linker cubes: ideally 10 of two
different colors per student
Write numbers using markers
while singing the number
poems.
Using the ten frames sheet,
students will place one cube on
each square, according to the
number given or shown.
Teacher calls out a number
and the students go find that
many objects in the classroom.
Page 6 of 62
Teacher
Observation
Performance
Assessment
Teacher Made
Assessment
Student
Reflection
(S) Per pair of
students: Numeral
cards from 10–20,
paper plate or round
mat, bag of 20
counting objects;
double 10-frame mat
inside a personal
white board for each
student
Manipulatives
•Cubes
•Colored tiles
•Ten Frames Sheet
•Markers
•Paper
•Number cards 0-10
•Crayons
•Yarn
•Number chart
•Shaving cream
http://www.readtenne
ssee.org/sites/www/U
ploads/Examples/K.C
C.A.3final.pdf
Media Links
http://www.readtenne
ssee.org/math/teache
rs/k3_common_core_mat
Greenville Public Schools-
Read, One
Mouse, Twenty
Mice by Clare
Beaton
Counting
Handwriting
Activity
http://www.k5mathteachingr
esources.com/
kindergartenmathactivities.html
Technology
Integrated
Sites
http://www.ixl.c
om/math/kinder
garten/represe
nt-numbers-upto-3
http://www.ixl.c
om/math/kinder
garten/represe
nt-numbers-upto-20
h_standards/kinderga
rten/counting_cardina
lity/kcca2/kcca2_medi
a.aspx
Students will flip over a number
card. Student will find the
corresponding dot card and
write the numeral on an index
card.
http://ccssmath.org/
Product
•Students will count a set of
objects orally. Teacher can hold
up a number card and students
will draw that many objects on
their paper. Students will
construct groups of objects 020 and write the numeral.
(K.CC.4.b, K.CC.3)
Eva put her 12 cookies on her
cookie sheet in 2 rows of 6.
Draw Eva’s cookies. Show her
12 cookies as a number bond
of 10 ones and 2 ones and with
your Hide Zero cards. Then,
find and circle the 10 cookies
that are inside the 12 cookies.
1st Nine
Weeks
K.G.1
Describe objects in
the environment
using names of
shapes, and
describe the
relative positions of
these objects using
terms such as
above, below,
beside, in front of,
behind, and next to.
Page 7 of 62
How can you
describe the
location of one
object to
another?
How can you use
positional words
to describe
objects in the
environment?
What words can
we use to tell
where they are?
Identify and
describe shapes
(squares,
circles, triangles,
rectangles,
hexagons,
cubes, cones,
cylinders, and
spheres)
Lesson: Describe objects in the
environment.
Introduce vocabulary terms
using location words, inside
outside, behind, above, beside,
etc.
Tasks:
The teacher will tell a location
to go in the classroom. Then
the teacher will proceed to that
location focusing on the
prepositional word.
Teacher
Observation
Questioning
Student
Reflection
Performance
Assessment
Drawing paper
Literary Texts
•The Greedy Triangle
by Marilyn Burns
•Captain Invincible
and the Space
Shapes by Stewart
Murphy
•Bear in a Square by
Stella Blackstone
Greenville Public Schools-
Have students
identify habitats
in nature and
tell where they
are found. (Ex.
A bird’s nest if
found in a tree.
Have students
design a park.
Students will
explain the
location of the
items they
drew in the
picture,
Physical Ed: •Using a jump
rope, teacher will give verbal
commands to students on how
to approach the jump rope. (For
example, “Go under the rope.”)
IC
Standard Example
http://www.readtenne
ssee.org/sites/www/U
ploads/Examples/K.G
.A.1final.pdf
•Play Simon Says using a bean
bag. Simon will use positional
words on where to put the bean
bag. (“Put the bean bag under
your foot.”)IC
•In pairs, students will use a
counting bear and place it
around an object. Their partner
will have to state where the
bear is using positional words.
“The bear is behind your back.”
S,IC
Media Links
http://www.readtenne
ssee.org/math/teache
rs/k3_common_core_mat
h_standards/kinderga
rten/geometry/kga1/k
ga1_media.aspx
Provide students with a 3 by 3
grid with the numbers 1 through
9 labeled on each square.
Provide students with pictures
of animals or any other
pictures. Read a loud
directions to place pictures on
the location identified by the
teacher. (Ex. Place the butter
fly to the right of number 2.
1st Nine
Weeks
K.G.2
Correctly name
shapes regardless
of their orientations
or overall size.
Page 8 of 62
How are shapes
different?
Key Questions:
•How many sides
and vertices does
a circle have?
•How many sides
and vertices does
a square have?
•How many sides
and vertices does
a triangle have?
•How many sides
and vertices does
Identify and
describe shapes
(squares,
circles, triangles,
rectangles,
hexagons,
cubes, cones,
cylinders, and
spheres)
Lesson:
Name Shapes
Task:
Provide students with
vocabulary word web. Write a
vocabulary word in the center.
Allow students to complete the
word web with pictures or
words to help them remember
the word’s meaning.
The teacher will use math
vocabulary to describe regular
polygons.
http://www.mathaids.com/
http://ccssmath.org/
Teacher
Observation
Questioning
Student
Reflection
Performance
Assessment
Manipulatives
•Paper bags
•Plane shapes
•Paper
•Crayons
•Counting bears
•Attribute blocks
•Buttons
Pattern blocks
Games
Greenville Public Schools-
Have students
use pattern
blocks to
design a
building.
Science
Connection
http://sciencen
etlinks.com/les
sons/shapehunt/
a rectangle
have?
•How many sides
and vertices does
a hexagon have?
•Do you see an
object that’s one
of these shapes
in our classroom?
•Small Groups: Place plane
shapes in a paper bag. Have
student grab a shape out of the
bag and tell how many sides
and vertices there are and
name the shape .S, IC
•Divide a sheet of paper into 4
squares. Have students draw a
real life object for some of the
2-Dimensional shapes. (ex.
square, circle, triangle,
rectangle)
•Students will place counting
bears on the sides and vertices
on the attribute block to
determine how many for each
shape.
Have students follow these
directions to draw a clown face:
•Draw a large circle in the
middle of your paper.
•Draw 2 triangles near the top
of your circle for eyes.
•Draw hair above the eyes.
•Draw a triangle under the eyes
for the nose •Draw a rectangle
above the bottom of the circle
for the mouth
•Kinderweb Shape
Game
•Matching Shapes
with Krog
Standard Example
http://www.readtenne
ssee.org/sites/www/U
ploads/Examples/K.G
.A.2final.pdf
Media Links
http://www.readtenne
ssee.org/math/teache
rs/k3_common_core_mat
h_standards/kinderga
rten/geometry/kga2/k
ga2_media.aspx
Have students identify shapes
that are shaped like regular
polygons.
Going on a Shape Hunt around
the classroom
Page 9 of 62
Greenville Public Schools-
Social Studies
Connection
http://amhistory
.si.edu/ourstory
/pdf/lincoln/Linc
oln_hat.pdf
Language
Connection
http://www.read
writethink.org/cl
assroomresources/less
onplans/teachingshapes-usingread-797.html
Technology
Connection
http://www.ixl.c
om/math/kinder
garten/identifyshapes-ii
http://www.ixl.c
om/math/kinder
garten/identifysolid-figures
1st Nine
Weeks
K.CC4
4a,4b,4c
4 .Understand the
relationship
between numbers
and quantities;
connect counting to
cardinality.
a) When counting
objects, say the
number names in
the standard order,
pairing each object
with one and only
one number name
and each number
name with one and
only one object.
b) Understand that
the last number
name said tells the
number of objects
counted. The
number of objects
is the same
regardless of their
arrangement or the
order in which they
were counted.
Page 10 of 62
How can you
show and count
objects?
Relationship
between
numbers
1.Key Questions
(match Standard)
How do you
count objects?
How do you know
that this
arrangement is
still 5?
What is the next
number?
Count objects
Keep track of
objects that
have been
counted
Answer the
question, “How
many are
there?”
Answer the
question, “How
many would
there be if we
added one more
object?”
Count by ones within 10 on the
fingers from left to right, from
pinky on the left hand as 1 to
pinky on the right hand as 10.
Count sets of various objects
Voting for lunch, etc.
4a Students implement correct
counting procedures by pointing
to one object at a time (one-toone correspondence), using
one counting word for every
object (synchrony/ one-to-one
tagging), while keeping track of
objects that have and have not
been counted. This is the
foundation of counting.
4b Students answer the
question “How many are
there?” by counting objects in a
set and understanding that the
last number stated when
counting a set (…8, 9, 10)
represents the total amount of
objects: “There are 10 bears in
this pile.” (cardinality). Since an
important goal for children is to
count with meaning, it is
important to have children
answer the question, “How
many do you have?” after they
count. Often times, children
who have not developed
cardinality will count the amount
again, not realizing that the 10
they stated means 10 objects in
all.
Exit Ticket
Teacher
Assessment
Performance
Assessment
Teacher
Observation
Student
reflection
Counters
Ten frame
•Snap cubes
•Spinners with
numbers 0-5
•Number line 0-5
Literary Texts
•Chicka Chicka 1,2,3
Bill Martin, Jr.
•Counting Crocodiles,
Judy Sierra
•Five Little Monkeys
•Miss Spiders Tea
Party
•Ten Apples Up on
Top, Dr. Suess
Read,
Construction
Countdown by
K.C. Olson
Read Write
Think
Connection
http://www.read
writethink.org/cl
assroomresources/less
onplans/exploring
-sets-throughmath-817.html
http://www.read
writethink.org/fil
es/resources/le
sson_images/le
sson817/Sets3
456.pdf
Science
Connection
http://sciencen
etlinks.com/les
sons/it-counts/
Media Links
http://www.readtenne
ssee.org/math/teache
rs/k3_common_core_mat
h_standards/kinderga
Greenville Public Schools-
4c. Practice one to one
correspondence
Answer questions “How many
are there?” “How many do you
have?”
Students should develop
strategies to help them
organize the counting process
to avoid recounting or skipping
objects
 If items are placed in a
circle, the student may
mark or identify the starting
point
 If items are scattered the
students may move objects
into an organized pattern
In pairs, student will spin a
spinner. Whatever number the
spinner stops on, the student
will represent it using cubes. IC,
S
Roll the dice and represent the
number rolled with snap cubes.
rten/counting_cardina
lity/kccb4/kccb4_medi
a.aspx
Students will be given a number
and asked to arrange their
cubes in any way. Several
students will demonstrate
different ways they arranged
their cubes using the SMART
Board. Have students come up
with a second way to arrange
their cubes. IC
Display a number line. Point out
that numbers get bigger as you
move to the right and smaller to
the left. Have students put their
finger on 3. Then ask, ”What
number is one more?” Repeat
with numbers 0-5.
Page 11 of 62
Greenville Public Schools-
1st Nine
Weeks
K.CC5
Count to answer
“how many?”
questions about as
many as 20 things
arranged in a line,
a rectangular array,
or a circle, or as
many as 10 things
in a scattered
configuration; given
a number from 1–
20, count out that
many objects.
How many ones
are added to get
the next
successive
number in a
sequence?
Why do we need
to know how to
count?
How can we
count by 100?
Count to tell
number of
objects
Explain counting
strategy
Keep track of
objects counted
and not counted
Recite numbers
in correct order
Compare
numbers
The teacher will show students
how to write numbers in the
correct sequence. Display
numbers cards in numerical
order and have children say the
numbers as you point to it.
Have students continue by
identifying the next number in
the sequence.
Give each student a number on
an index card. Have students
to draw the correct number of
objects on the back of the index
card to show their number.
Allow students to pair up and
discuss their drawings.
The teacher will assemble a
variety of groups of objects in a
few different forms. For
example the teacher might put
together:
an index card with 5 stickers
a clear ziplock bag with 7 beans
a cup filled with 4 pennies
an index card with a 4 smiley
faces drawn onto it
a clear ziplock bag with 4 unifix
cubes inside
Exit Ticket
Counters
Teacher
Assessment
Assorted objects to
create the groups
Performance
Assessment
Teacher
Observation
Student
reflection
Clear ziplock bags or
small cups
Index cards and
stickers
An egg timer or a
kitchen timer
http://www.k5mathteachingresour
ces.com/supportfiles/dominojigsaws.pdf
http://www.k5mathteachingresour
ces.com/supportfiles/numberjigsaws.p
df
http://worksheetplace.
com/mf/Countingworksheet-a.pdf
http://worksheetplace.
com/mf/Count-to-20a.pdf
http://www.mathaids.com/
5 crayons held together by a
rubber band
a picture of 7 fingers
Page 12 of 62
Greenville Public Schools-
Just Enough
Carrots by
Stuart J.
Murphy
Technology
Integration
http://illuminatio
ns.nctm.org/Le
sson.aspx?id=
1769
http://www.ixl.c
om/math/kinder
garten/countto-5
http://www.ixl.c
om/math/kinder
garten/countto-20
http://www.ixl.c
om/math/kinder
garten/countby-typing-upto-20
5 small toy animals in a clear
ziplock bag
7 erasers in a small cup
a group of 4 pencils held
together
by a rubber band
The teacher will give students a
timer, and the students will race
against the clock to sort the
groups of objects into three
separate groups (grouped by
quantity) by the time the timer is
finished. This can be played
individually or in pairs
https://www.illustrativemathema
tics.org/contentstandards/K/CC/B/5/tasks/1420
Grading
Periods
2nd
Nine
Weeks
K.CC.1
Standards
K.CC.1 Count to
100 by ones and
tens. (end year
goal)
Count to 100 by
ones and by tens
How can
numbers to 100
be counted using
a hundred chart?
Number name
Count Sequence
Count number of
objects
Do you know
what a number
is?
Verbal counting
Where do we
find numbers?
When will you
use numbers?
Where have you
seen numbers in
real life?
Rote Counting
Show children a picture of your
state flower. Have children
draw ten flowers. Review
counting to 10 with children.
Have them place a finger on
each flower as you count aloud
together from 1 to 10. Then
have children label each flower
in the row from 1 to 10,
respectively. Publish children’s
work.
Have students count linear,
array, circular, and scatter
configurations.
Count people, objects,
manipulatives, vote for lunch
Rote counting 1-25
Page 13 of 62
Teacher
Assessment
Students will
draw objects
while another
counts
Oral questions
Performance
Assessment
Teacher
Observation
Teacher Made
Assessment
Student
Reflection
Math counters
Ten frames
Harry Kindergarten
(Gaggle Tube)
Jack Hartmann
(Gaggle Tube)
Heidi Songs
Read, One Is a
Snail Ten Is a
Crab by April
Pulley Sayre
and Jeff Sayre
as an
introduction.
Manipulatives
•set of tangible
numbers
•letters and objects
•math manipulatives
•sets of materials:
buttons, markers,
pencils, crayons,
counting bears
Read,
Informational
Text
•Teeth, Tails,
and Tentacles:
An Animal
Counting Book
Mouse Counts
Ten Black Dots
Greenville Public Schools-
Technology
Integrated
http://www.toon
university.com/f
How many
objects can you
count in a
collection?
5 Little Monkeys
Chicka, Chicka 1,2,3
by Joan Holub
Counting objects in many
settings and situations over
time
Games
•Bess and Honey
(counting game)
•Count the Ants
(counting game
Beginning to recognize, identify,
and read the written numerals,
and match the numerals to
given sets of objects
http://www.ixl.c
om/math/kinder
garten/countto-3
http://www.readtennessee.org/sites/www/U
CC.A.1final.pdf
Science
Connection
Media Links
To construct
http://www.readtennessee.org/math/teache
understanding
3_common_core_math_standards/kinderg
of the
ality/kcca1/kcca1_media.aspx
descriptive
purposes of
numbers by
assigning
numbers to
objects
http://sciencen
etlinks.com/les
sons/it-counts/
Counting should be reinforced
throughout the day, not in
isolation
•Students will count objects to
10 and record by drawing
pictures or teaching taking
pictures of objects (make a
slide show) of objects with the
understanding that each object
represents a number.
2nd Nine
Weeks
K.MD.1
Describe
measurable
attributes of
objects, such as
length or weight.
Describe several
measurable
attributes of a
single object.
How can you
describe the
attributes of an
object?
How can objects
be sorted?
How can we use
measurements to
describe and
compare objects?
Describe and
compare
measureable
attributes
Emphasize the importance of
the cube train, measuring cup,
and balance as appropriate
tools to explore the measurable
attributes of an object.
Have students trace each
other’s shoes on construction
paper and cut shoe shape out.
Then have students compare
the length of their shoeprint to
other objects in the classroom.
Demonstrate how to line up the
end of the shoeprint with the
end of the other object to find
which is longer
Show the student the Teddy
Bear. Invite the student to hold
Page 14 of 62
lash.asp?err=5
07&engine=7
Students count
weather
changes
Formative
Assessment
Teacher
Observation
Performance
Assessment
Large plastic cup
Cube train
Balance
Measuring cup
Classroom objects
Crayons
Literacy:
Measuring Penny by
Loreen Leedy.
Henry Holt, 1997
.
Length by Henry
Arthur Pluckrose.
Children’s Press,
1995
Measuring at the Dog
Show by Amy Rauen.
Greenville Public Schools-
Have students
use reading
comprehension
strategies to
solve math
problems.
KWL
Act it Out
Talk it Out
Draw it Out
Have children
talk about
different kinds
of plants they
have seen.
Give each pair
of students
pictures of
it and carefully examine it.
Then, say: Describe this Teddy
Bear as many different ways as
you can. Prompt if needed:
How would you describe the
Teddy Bear’s weight? The
Teddy Bear’s length? The
distance around the Teddy
Bear’s belly? The Teddy Bear’s
foot length?
Have partners work together to
come up with other objects to
describe. Have students
discuss which tools could help
tell about objects. Children
should draw objects they could
use the cube train, balance,
and measuring cup to tell
about.
•Product
The teacher will present a small
object to the class (pencil,
crayon, book, etc.). Teacher
models first. After repeated
modeling have students use a
same size manipulative object
such as snap cubes until the
cubes are tall enough or long
enough. Teacher does this with
various
Have partners work together to
come up with other objects to
describe.
Gareth Stevens,
2008.
Weight by Henry
Arthur Pluckrose.
Children’s Press,
2004.
You Can Use a
Balance (Rookie
Read-Abour-Science
Series) by Linda
Bullock. Children’s
Press, 2004.
How Tall, How Short,
How Far Away by
David Adler
http://www.mathaids.com/
Pencil
Crayon
Book
Have students discuss which
tools could help tell about
objects. Children should draw
objects they could use the cube
train, balance, and measuring
cup to tell about.
Page 15 of 62
Greenville Public Schools-
plants. Then
have them
compare the
heights of the
plants.
Have students
to create paper
chains to
represent their
height.
Then have 3
students to
compare their
chains using
math
vocabulary.
Science
Connection
http://sciencen
etlinks.com/les
sons/estimation
-andmeasurement/
http://sciencen
etlinks.com/les
sons/look-atthose-leaves/
The teacher will present a small
object to the class(pencil,
crayon, book, etc.).
Teacher models first. After
repeated modeling have
students use a same size
manipulative object such as
snap cubes until the cubes are
tall enough or long enough.
Teacher does this with various
objects.
Provide pictures of objects.
Have students select the tool
they could use to measure the
objects attributes.
objects.
2nd Nine
Weeks
K.MD.2
Directly compare
two objects with a
measurable
attribute in
common, to see
which object has
“more of”/“less of”
the attribute, and
describe the
difference. For
example, directly
compare the
heights of two
children and
describe one child
as taller/shorter.
Page 16 of 62
What words tell
how long objects
are?
How can you
figure out which
object in a group
is the longest?
How can we use
measurements to
describe and
compare objects.
Describe and
compare
measureable
attributes
Display two similar objects of
different sizes. Tell how to
describe the objects.
Emphasize words that children
should use to describe size,
such as small and big.
Make 3 cube trains of different
lengths. Demonstrate lining up
the cub trains on the left. Have
students do the same. Next,
compare and order the length
of the trains using math
language.
Teacher
Observation
Questioning
Student
Reflection
Performance
Assessment
Yarn
Classroom objects
Connecting cubes
Have students
list members of
their families.
Have them
draw pictures
of family
members
according to
height.
Discuss who is
the tallest and
shortest in the
family.
Read, A Pig is
Big by Douglas
Florian
Place the trains in front of the
student. Say, Look at these
two trains. What is the same
about them? What is different?
Do you notice anything else
about these 2 trains?” Prompt,
if needed, “Which train is the
longest? How do you know?
Technology
Connection
http://www.ixl.c
om/math/kinder
garten/compar
Greenville Public Schools-
Make 2 trains with connecting
cubes. Tell how you would
compare the trains.
2nd Nine
Weeks
K.MD.3
Classify objects
into given
categories; count
the numbers of
objects in each
category and sort
the categories by
count.
What are
different ways
objects can be
grouped?
How can objects
be sorted?
Classify objects
and count the
number of
objects in each
category
Have students make a train
with a number of specified
cubes. Ask students how the
lengths can be compared”
Discuss with students how
objects come in all kinds of
shapes, sizes, and colors.
Sort various objects
Explain how they sorted objects
e-size-weightand-capacity
Teacher
Observation
Questioning
Student
Reflection
Performance
Assessment
Counters
Hexagon pattern
blocks
Files
Attribute blocks
Cut out 2-D shapes
Crayons
Label each set with a category
How can we use
measurement to
describe and
compare objects?
Answer a variety of counting
questions that ask “how
many…” and compare sorted
groups
http://ccssmath.org/
Show the student the collection
of cubes. Say: I have a set of
cubes. Sort these cubes by
color.
After the student has sorted the
cubes by color, say: Count the
number of cubes in each group.
How many cubes do you have
in each group? Do you have
any groups that have the same
amount?” Prompt if needed:
“Which groups have the same
amount?”
Pictures of cats
and dogs from
magazines,
internet, and
photos. Have
children sort
the pictures
into two
different
groups.
Discuss
likenesses and
differences of
the kinds of
animals
ELA:
Divide students
into groups
according to
eye or hair
color. Then
have them
decide why
they are
grouped that
way.
Encourage
them to guess
and discuss
why.
Have students sort attribute
blocks into groups. Have
children discuss what they are
doing by answering questions.
Have children share their
thinking.
Page 17 of 62
Science:
Greenville Public Schools-
Read, The
Button Box by
Margarette S.
Reid
Read, Same
Old Horse by
Stuart J.
Murphy
2nd Nine
Weeks
K.CC.6
Identify whether the
number of objects
in one group is
greater than, less
than, or equal to
the number of
objects in another
group, e.g., by
using matching and
counting
strategies.¹
(K.MD.3)
How can
numbers from 0
to 5 be compared
or ordered?
How can we tell if
one group is
greater than, less
than, or equal to
the other group?
Compare
numbers
Make and compare groups to
determine which group has
more, fewer, or the same
number as another group.
Line up a row of 5 blocks and a
row of 2 chairs. Have children
walk around each row and look
at the objects. Then have
children connect a block and a
chair with string, making the 2
possible chairs.
Question children to determine
which row has more or fewer
object than the other. Add 3
chairs to the chair row and have
children connect the new pairs
with string to show the same
as.
Give the student a set of 5
yellow cubes and a set of 4
blue cubes. Say: There are
some yellow cubes in this set
and some blue cubes in this
set. How many yellow cubes
are there? How many blue
cubes are there?
Teacher
Observation
Questioning
Student
Reflection
Performance
Assessment
Clear plastic cups
Wet paper towels
Small beans
Black marker
Masking tape
Blocks
Chairs
5 pieces of string
Media Links
http://www.coedu.usf.
edu/main/department
s/sped/mathvids/vide
os/videos.html#cmls
5 yellow cubes, 4
blue cubes, 7 green
cubes, 7 red cubes
Which set has more or is
there an equal amount of
cubes in each set?
Page 18 of 62
Greenville Public Schools-
Science:
Have students
plant beans
and watch
them grow.
Assign each
child a number
from 1 to 5.
Have each
child write their
number on the
masking tape
and stick it to
their cup.
Moisten a
paper towel
and place it in
the cup. Take
their number of
beans and put
them in the cup
between the
paper towel
and the side of
the cup. Have
children put
their cups in
order according
to their labels.
As the plants
grow, children
can count the
number of
sprouts and
2.
Give the student a set of 7
green cubes and a set of 7 red
cubes. Say: There are some
green cubes in this set and
some red cubes in this set.
How many green cubes are
there? How many red cubes
are there?
2nd Nine
Weeks
K.CC.7
Compare two
numbers between 1
and 10 presented
as written
numerals.
(K.CC.3 , K.CC.6)
How can
numbers from 1
to 10 be
compared and
ordered?
How can we tell if
one group is
greater than, less
than, or equal to
the other group?
Compare
numbers
Which set has less or is there
an equal amount of cubes in
each set?
Provide two groups of objects
have children show one-to-one
correspondence
Make a row of five red counters
on a work mat. Make a row of
seven yellow counters below
the 5 counters. Have students
align the yellow counters below
a red counter. Ask “Does each
yellow counter have a red
counter?” Identify the number
of counters in each group.
Which group has more and
why?
compare them
with the
number of
seeds in each
cup. Which
has more?
Which has
fewer?
More, Fewer,
Less by Tana
Hoban
Teacher
Observation
Questioning
Student
Reflection
Performance
Assessment
Counters
Deck of playing
cards(remove face
cards)
http://www.abcya.com
/comparing_number_
values.htm
Number cards: 3, 4,
5, 6, 7, 8, 9, 10
Show the 7 card. Ask: What is
this number?
Show the 9 card. Ask: What is
this number?
Pointing to both cards, ask:
Which number is greater?
Repeat with cards: 5 & 6.
Read,Ten
Flashing
Fireflies by
Philemon
Sturges
Show the 10 card. Ask: What
is this number?
Show the 8 card. Ask: What is
this number?
Pointing to both cards, ask:
Which number is less?
Repeat with cards: 3 & 4.
Page 19 of 62
Read,The
Story of Babar
or Make Way
for Ducklings
Have partners
read together,
looking at
pictures and
counting
various objects
in the pictures.
Greenville Public Schools-
Have children draw pictures
comparing numbers from 1 to
10.
Have their children describe
their pictures, comparing the
pictures.
2nd Nine
Weeks
K.OA.1
Represent addition
and subtraction
with objects,
fingers, mental
images, drawings,
sounds (e.g.,
claps), and acting
out situations,
verbal
explanations,
expressions, or
equations.
Page 20 of 62
What symbol do
you use to
represent
addition?
What symbol do
you use to
represent
subtraction?
How can we use
objects and
drawings to solve
word problems?
Understand
addition as
putting together
and adding to,
and understand
subtraction as
taking apart and
taking from
Teacher will use different
counters to represent two
groups of objects.
Combine the objects and
discuss what symbol shows the
combining of the two groups.
Show two different groups of
objects. Have students join the
two groups by completing an
addition sentence with the
addition symbol.
•Product Assess K.OA1-K.OA.
5
The teacher will read the book
Ten, Nine, Eight by Molly Bang.
Over weeks 1, 2, and 3 of unit 4
the teacher will determine the
days in which they would like to
work on the project. On the first
day students will have a paper
with a ten-frame at the bottom.
Students will write the number
sentence 10-1=9 above the tenframe. Students will draw a
picture story in the space
provided above the number
sentence to represent the
problem. Then if teachers feel
they are ready to use a tenframe the teacher will
determine how they want the
student to best use the ten
frame. (e. g. the teacher may
decide to have students draw
Teacher
Observation
Questioning
Student
Reflection
Performance
Assessment
Color counters
Dominoes
Random Number
generators (dice)
Snap cubes
Colored tiles
Dice
Counting bears
Chain links
Number cards
Flash cards
Spinners
Dominoes
Playing Cards
Base ten Blocks
Ten frames
Provide
students with
the number of
months in each
season. Have
students add
the number of
months for two
of the given
seasons.
Literary Texts
•Every Day
Counts
Calendar Math
•Ten, Nine, Eight by
Molly Bang
•Ten Little Monkeys
by various authors
•Ten Black Dots by
Donald Crews
•Ten Little Ducks
•Any books that start
with 10 and count
back
Videos
•United Streaming:
Animals and
Numbers 10 min
•United Streaming:
Discovering Math: KGreenville Public Schools-
Read,
Informational
Text
•Professional
Textbooks
•The Super
Source
•Hands On
Standards
•On Core
Mathematics
ten circles and since they are
taking away 1 the teacher
would have the students cross
out one circle. The students will
then color in the remaining
circles and get the answer.)
Then the teacher will continue
to do the equations taking away
one more number each time the
teacher chooses to work on the
project or class book. (e. g.
First day 10-1=9, second day
10-2=8, third day 10-3=7 and
so on.)I/C This is an ongoing
assessment lasting 10 days.
Task
Sample: Shayna held up 4
fingers on one had and 3
fingers on the other hand.
Then, she counted to see how
many fingers she was holding
up.
(Students should hold up
fingers to act out this situation.)
Did Shayna put two groups
together or take them apart?
Explain.
Student:
“She put them together
because she counted all of
them. She had some on one
hand and some on the other
hand and she wanted to know
how many altogether.”
The student must be able to
show work using fingers,
objects, sounds, claps, etc.
Page 21 of 62
2: Arithmetic 23min
40 sec
http://www.readtenne
ssee.org/sites/www/U
ploads/Examples/K.O
A.A.1final.pdf
http://www.readtenne
ssee.org/sites/www/U
ploads/Examples/K.O
A.Cluster_Task_Afina
l.pdf
enVision, Topic 7:
Understanding
Addition
7-1 “Stories About
Joining”
7-2 “More Joining”
7-3 “Joining Groups”
enVision, Topic 8:
Understanding
Subtraction
8-1 “Stories About
Separating”
8-2 “Stories About
Take Away”
enVision, Topic 8:
Understanding
Subtraction
8-3 “Problem Solving:
Act It Out”
Greenville Public Schools-
2nd Nine
Weeks
K.OA.2
Solve addition and
subtraction word
problems, and add
and subtract within
10, e.g., by using
objects or drawings
to represent the
problem.
What symbol do
you use to
represent
addition?
How do we show
the sum?
What operation is
used to show
sum?
Understand
addition as
putting together
and adding to,
and understand
subtraction as
taking apart and
taking from
The teacher will join groups of
counters to show adding within
5.
The teacher will discuss whole
parts and subsets of the whole
part to show addition and
subtraction.
Show two different groups of
objects. Have students join the
two groups by completing an
addition sentence with the
addition symbol.
Task: Alistair has 3 toy cars.
His friend Hayden bings 5 toy
cars when he comes to play
with Alistair. How many cars do
the boys have to play with now?
Draw or explain.
Example of putting together
Total unknown
Student:
“They have 8 toy cars because
they put them all together. I
used 3 red cubes for Alistair’s
cars and 5 blue cubes for
Hayden’s cars. I counted and it
was 8.”
Teacher
Observation
Questioning
Student
Reflection
Performance
Assessment
Color counters
5 frame
•United Streaming:
Math Investigations:
Part 1 (Use Segment
1, 3, 5, and 6)
•United Streaming:
The Number Crew:
The Treasure Hunt 9
min 34 sec
United Streaming:
The Beginning Math
Adventures of the
Lollipop Dragon:
Subtraction
Sentences 10 min 20
sec
Standard Example
http://www.readtenne
ssee.org/sites/www/U
ploads/Examples/K.O
A.A.2final.pdf
http://www.read
writethink.org/fil
es/resources/le
sson_images/le
sson817/Asses
smentReadAlo
ud.pdf
Cluster Example
http://www.readtenne
ssee.org/sites/www/U
ploads/Examples/K.O
A.Cluster_Task_Afina
l.pdf
Video support
https://www.yo
utube.com/wat
ch?feature=pla
yer_embedded
&v=a8kUHOP-r0
5 Little Monkeys
Jumping on the bed
Technology
Connection
Ten Flashing Fireflies
http://www.ixl.c
om/math/grade
-1/subtractionword-problemsone-digitnumbers
Subtraction Example:
Max had 7 pencils in his box.
He gave 2 of
them to Lyle. How many pencils
does Max have in his box now?
Page 22 of 62
Read, Animals
on Board by
Stuart J.
Murphy
http://www.read
writethink.org/fil
es/resources/le
sson_images/le
sson817/Asses
smentClassBo
ok.pdf
https://gradekc
ommoncoremat
Greenville Public Schools-
Draw or explain.
Example of taking from
Student:
h.wikispaces.h
cpss.org/Asses
sing+KOA2
“I put 7 – 2 because I knew that
he was taking away some
pencils. Then, I drew 7 pencils
and erased
2 of them and that was 5
pencils left.”
IIIII
Have students identify the
whole part, sum. Then have
students take some away from
the whole part, tell how much of
the whole part is remains,
difference
2nd Nine
Weeks
K.OA.3
Decompose
numbers less than
or equal to 10 into
pairs in more than
one way, e.g., by
using objects or
drawings, and
record each
decomposition by a
drawing or equation
(e.g., 5 = 2 + 3 and
5 = 4 + 1).
What are
different ways to
make a number?
How can I use
objects to
subtract?
How can I use
objects to add?
How can we
show a number in
other ways?
Understand
addition as
putting together
and adding to,
and understand
subtraction as
taking apart and
taking from
Students will take apart 10 by
subtracting.
Students will show ways to
decompose or take apart 4 and
5 using concrete objects,
drawings, and numbers.
Students will show ways to
decompose or take apart 10
using concrete objects,
drawings, and numbers.
Instruct students to compose or
decompose numbers.
Provide 10 frames and color
counters for students to
represent various was to show
a given number
Teacher
Observation
Questioning
Student
Reflection
Performance
Assessment
Red and yellow
counters
Playing cards
Standard Example
http://www.readtenne
ssee.org/sites/www/U
ploads/Examples/K.O
A.A.3final.pdf
Media Links
http://www.readtenne
ssee.org/math/teache
rs/k3_common_core_mat
h_standards/kinderga
rten/counting_cardina
lity/kccc7/kccc7_medi
a.aspx
Have students roll 2 random
number generators (dice). Have
students show each number
rolled on a ten frame. Each
number rolled should be
Page 23 of 62
Greenville Public Schools-
Create a graph
for Birthdays.
Label columns
on butcher
paper or
construction
paper with the
months of the
year. Have
each student
place a sticky
note above the
month they
were born.
displayed using a different color
counter.
2nd Nine
Weeks
K.NBT.1
Compose and
decompose
numbers from 11 to
19 into ten ones
and some further
ones, to
understand that
these numbers are
composed of ten
ones and one, two,
three, four, five, six,
seven, eight, or
nine ones, e.g., by
using objects or
drawings, and
record each
composition or
decomposition by a
drawing or equation
(such as 18 = 10 +
8).
Page 24 of 62
How do we show
numbers 11 to 19
in another way?
How does the
position of a digit
in a number
affect its value?
What strategy
can you use to
count efficiently
from 11-19?
Identify a
missing addend.
Decompose
(break down into
addends)
numbers up to
10.
Understand and
represent
subtraction as
taking apart and
taking from the
whole.
Represent
subtraction
using a number
sentence.
Create and
solve story
problems
involving
addition and
subtraction
Provide students with 2 to 3
decks of cards combined. A
student will pass out 5 cards to
each student. Students will pull
cards clock wise until they
make pairs that total a given
number by teacher
Students will compose numbers
11 to 15 using concrete objects
and drawings to show a group
of 10 and some more.
Students will decompose
numbers 11 to 15 using
concrete objects and drawings
to show a group of 10 and
some more.
Students will make a table to
solve problems.
Students will compose numbers
16 to 19 using concrete objects
and drawings to show a group
of 10 and some more.
Students will decompose
numbers 16 to 19 using
concrete objects and drawings
to show a group of 10 and
some more
https://www.illustrativemathema
tics.org/contentstandards/K/NBT/A/1/tasks/140
4
Exit cards
Response
Cards
Quizzes
Quick check
Teacher
Observation
Pencils,
Crayon
Handout
Starfall.com
teddy bears, addition
mats, dry erase
boards, linking cubes,
building blocks, dice,
enVision, Topic 11:
Decomposing
Numbers 11-19
11-1 “Creating Sets to
19”
enVision, Topic 11:
Decomposing
Numbers 11-19
11-2 “Parts of 11, 12,
and 13”
11-3 “Parts of 14, 15,
and 16”
Greenville Public Schools-
Give each
student a pile
of multicolored,
unconnected
connecting
cubes.
Students will
remind you that
you need only
2 colors(10 of
each). This is
an opportunity
to review why
making a ten is
an efficient way
to count
numbers
greater than
10. Give each
student a pile
with only 2
colored cubes,
with at least 10
cubes of each
color.
3rd Nine
Weeks
K.CC4
4a,4b,4c
4 .Understand the
relationship
between numbers
and quantities;
connect counting to
cardinality.
a) When counting
objects, say the
number names in
the standard order,
pairing each object
with one and only
one number name
and each number
name with one and
only one object.
b) Understand that
the last number
name said tells the
number of objects
counted. The
number of objects
is the same
regardless of their
arrangement or the
order in which they
were counted.
How can you
show and count
objects?
Relationship
between
numbers
1.Key Questions
(match Standard)
How do you
count objects?
How do you know
that this
arrangement is
still 5?
What is the next
number?
Count objects
Keep track of
objects that
have been
counted
Answer the
question, “How
many are
there?”
Answer the
question, “How
many would
there be if we
added one more
object?”
Count by ones within 10 on the
fingers from left to right, from
pinky on the left hand as 1 to
pinky on the right hand as 10.
Count sets of various objects
Voting for lunch, etc.
4a Students implement correct
counting procedures by pointing
to one object at a time (one-toone correspondence), using
one counting word for every
object (synchrony/ one-to-one
tagging), while keeping track of
objects that have and have not
been counted. This is the
foundation of counting.
4b Students answer the
question “How many are
there?” by counting objects in a
set and understanding that the
last number stated when
counting a set (…8, 9, 10)
represents the total amount of
objects: “There are 10 bears in
this pile.” (cardinality). Since an
important goal for children is to
count with meaning, it is
important to have children
answer the question, “How
many do you have?” after they
count. Often times, children
who have not developed
cardinality will count the amount
again, not realizing that the 10
they stated means 10 objects in
all.
Exit Ticket
Teacher
Assessment
Performance
Assessment
Teacher
Observation
Student
reflection
Counters
Ten frame
•Snap cubes
•Spinners with
numbers 0-5
•Number line 0-5
Read,
Construction
Countdown by
K.C. Olson
Literary Texts
•Chicka Chicka 1,2,3
Bill Martin, Jr.
•Counting Crocodiles,
Judy Sierra
•Five Little Monkeys
•Miss Spiders Tea
Party
•Ten Apples Up on
Top, Dr. Suess
http://www.read
writethink.org/cl
assroomresources/less
onplans/exploring
-sets-throughmath-817.html
Media Links
http://www.readtenne
ssee.org/math/teache
rs/k3_common_core_mat
h_standards/kinderga
rten/counting_cardina
lity/kccb4/kccb4_medi
a.aspx
4c. Practice one to one
correspondence
Page 25 of 62
Greenville Public Schools-
Read Write
Think
Connection
http://www.read
writethink.org/fil
es/resources/le
sson_images/le
sson817/Sets3
456.pdf
Science
Connection
http://sciencen
etlinks.com/les
sons/it-counts/
Answer questions “How many
are there?” “How many do you
have?”
Students should develop
strategies to help them
organize the counting process
to avoid recounting or skipping
objects
 If items are placed in a
circle, the student may
mark or identify the starting
point
 If items are scattered the
students may move objects
into an organized pattern
In pairs, student will spin a
spinner. Whatever number the
spinner stops on, the student
will represent it using cubes. IC,
S
Roll the dice and represent the
number rolled with snap cubes.
Students will be given a number
and asked to arrange their
cubes in any way. Several
students will demonstrate
different ways they arranged
their cubes using the SMART
Board. Have students come up
with a second way to arrange
their cubes. IC
Display a number line. Point out
that numbers get bigger as you
move to the right and smaller to
the left. Have students put their
finger on 3. Then ask, ”What
number is one more?” Repeat
with numbers 0-5.
Page 26 of 62
Greenville Public Schools-
3rd Nine
Weeks
K.OA.4
For any number
from 1 to 9, find the
number that makes
10 when added to
the given number,
e.g., by using
objects or
drawings, and
record the answer
with a drawing or
equation.
What are the
different ways
you can make
10?
How can we use
objects, images,
or other
representations
to show addition?
Understand
addition as
putting together
and adding to,
and understand
subtraction as
taking apart and
taking from
Teacher will make and count
sets of ten.
Show ten yellow counters on a
ten frame. Have students turn
over one yellow counter to red.
Ask “Do I still have ten?” Have
students tell then number of
yellow and red counters used to
make 10.
Teacher
Observation
Questioning
Student
Reflection
Performance
Assessment
Standard Example
http://www.readtenne
ssee.org/sites/www/U
ploads/Examples/K.O
A.A.4final.pdf
Students will show ways to
compose or make 10 using
concrete objects, drawings, and
numbers.
Why do we need
to fluently add?
Color counters
Ten frame
Candy or other
objects
Typing paper
Markers
Display 5 types
of candy.
Make columns
labeled like or
dislike. Have
students vote
yes or no for
each candy.
Count the
number of yes
and no votes.
Write addition
sentences.
http://ccssmath.org/
3rd Nine
Weeks
K.OA.1
Represent addition
and subtraction
with objects,
fingers, mental
images, drawings,
sounds (e.g.,
claps), and acting
out situations,
verbal
explanations,
expressions, or
equations.
Page 27 of 62
What symbol do
you use to
represent
addition?
What symbol do
you use to
represent
subtraction?
How can we use
objects and
drawings to solve
word problems?
Understand
addition as
putting together
and adding to,
and understand
subtraction as
taking apart and
taking from
Teacher will use different
counters to represent two
groups of objects.
Combine the objects and
discuss what symbol shows the
combining of the two groups.
Show two different groups of
objects. Have students join the
two groups by completing an
addition sentence with the
addition symbol.
•Product Assess K.OA1-K.OA.
5
The teacher will read the book
Ten, Nine, Eight by Molly Bang.
Over weeks 1, 2, and 3 of unit 4
the teacher will determine the
days in which they would like to
work on the project. On the first
day students will have a paper
with a ten-frame at the bottom.
Students will write the number
sentence 10-1=9 above the tenframe. Students will draw a
picture story in the space
provided above the number
sentence to represent the
Teacher
Observation
Questioning
Student
Reflection
Performance
Assessment
Color counters
Dominoes
Random Number
generators (dice)
Snap cubes
Colored tiles
Dice
Counting bears
Chain links
Number cards
Flash cards
Spinners
Dominoes
Playing Cards
Base ten Blocks
Ten frames
Provide
students with
the number of
months in each
season. Have
students add
the number of
months for two
of the given
seasons.
Literary Texts
•Every Day
Counts
Calendar Math
•Ten, Nine, Eight by
Molly Bang
•Ten Little Monkeys
by various authors
•Ten Black Dotsby
Donald Crews
•Ten Little Ducks
•Any books that start
with 10 and count
back
Greenville Public Schools-
Read,
Informational
Text
•Professional
Textbooks
•The Super
Source
•Hands On
Standards
•On Core
Mathematics
problem. Then if teachers feel
they are ready to use a tenframe the teacher will
determine how they want the
student to best use the ten
frame. (e. g. the teacher may
decide to have students draw
ten circles and since they are
taking away 1 the teacher
would have the students cross
out one circle. The students will
then color in the remaining
circles and get the answer.)
Then the teacher will continue
to do the equations taking away
one more number each time the
teacher chooses to work on the
project or class book. (e. g.
First day 10-1=9, second day
10-2=8, third day 10-3=7 and
so on.)I/C This is an ongoing
assessment lasting 10 days.
Task
Sample: Shayna held up 4
fingers on one had and 3
fingers on the other hand.
Then, she counted to see how
many fingers she was holding
up.
(Students should hold up
fingers to act out this situation.)
Did Shayna put two groups
together or take them apart?
Explain.
Student:
“She put them together
because she counted all of
them. She had some on one
hand and some on the other
hand and she wanted to know
how many altogether.”
Page 28 of 62
Videos
•United Streaming:
Animals and
Numbers 10 min
•United Streaming:
Discovering Math: K2: Arithmetic 23min
40 sec
http://www.readtenne
ssee.org/sites/www/U
ploads/Examples/K.O
A.A.1final.pdf
http://www.readtenne
ssee.org/sites/www/U
ploads/Examples/K.O
A.Cluster_Task_Afina
l.pdf
enVision, Topic 7:
Understanding
Addition
7-1 “Stories About
Joining”
7-2 “More Joining”
7-3 “Joining Groups”
enVision, Topic 8:
Understanding
Subtraction
8-1 “Stories About
Separating”
8-2 “Stories About
Take Away”
enVision, Topic 8:
Understanding
Subtraction
8-3 “Problem Solving:
Act It Out”
Greenville Public Schools-
The student must be able to
show work using fingers,
objects, sounds, claps, etc.
3rd Nine
Weeks
K.OA.2
Solve addition and
subtraction word
problems, and add
and subtract within
10, e.g., by using
objects or drawings
to represent the
problem.
What symbol do
you use to
represent
addition?
How do we show
the sum?
What operation is
used to show
sum?
Understand
addition as
putting together
and adding to,
and understand
subtraction as
taking apart and
taking from
The teacher will join groups of
counters to show adding within
5.
The teacher will discuss whole
parts and subsets of the whole
part to show addition and
subtraction.
Show two different groups of
objects. Have students join the
two groups by completing an
addition sentence with the
addition symbol.
Task: Alistair has 3 toy cars.
His friend Hayden bings 5 toy
cars when he comes to play
with Alistair. How many cars do
the boys have to play with now?
Draw or explain.
Example of putting together
Total unknown
Student:
“They have 8 toy cars because
they put them all together. I
used 3 red cubes for Alistair’s
cars and 5 blue cubes for
Hayden’s cars. I counted and it
was 8.”
Subtraction Example:
Max had 7 pencils in his box.
He gave 2 of
them to Lyle. How many pencils
does Max have in his box now?
Draw or explain.
Page 29 of 62
Teacher
Observation
Questioning
Student
Reflection
Performance
Assessment
Color counters
5 frame
•United Streaming:
Math Investigations:
Part 1 (Use Segment
1, 3, 5, and 6)
•United Streaming:
The Number Crew:
The Treasure Hunt 9
min 34 sec
United Streaming:
The Beginning Math
Adventures of the
Lollipop Dragon:
Subtraction
Sentences 10 min 20
sec
Standard Example
http://www.readtenne
ssee.org/sites/www/U
ploads/Examples/K.O
A.A.2final.pdf
Cluster Example
http://www.readtenne
ssee.org/sites/www/U
ploads/Examples/K.O
A.Cluster_Task_Afina
l.pdf
Read, Animals
on Board by
Stuart J.
Murphy
http://www.read
writethink.org/fil
es/resources/le
sson_images/le
sson817/Asses
smentClassBo
ok.pdf
http://www.read
writethink.org/fil
es/resources/le
sson_images/le
sson817/Asses
smentReadAlo
ud.pdf
Video support
https://www.yo
utube.com/wat
ch?feature=pla
yer_embedded
&v=a8kUHOP-r0
Technology
Connection
5 Little Monkeys
Jumping on the bed
Ten Flashing Fireflies
Greenville Public Schools-
http://www.ixl.c
om/math/grade
Example of taking from
Student:
-1/subtractionword-problemsone-digitnumbers
“I put 7 – 2 because I knew that
he was taking away some
pencils. Then, I drew 7 pencils
and erased
2 of them and that was 5
pencils left.”
https://gradekc
ommoncoremat
h.wikispaces.h
cpss.org/Asses
sing+KOA2
Have students identify the
whole part, sum. Then have
students take some away from
the whole part, tell how much of
the whole part is remains,
difference
3rd Nine
Weeks
K.OA.3
Decompose
numbers less than
or equal to 10 into
pairs in more than
one way, e.g., by
using objects or
drawings, and
record each
decomposition by a
drawing or equation
(e.g., 5 = 2 + 3 and
5 = 4 + 1).
What are
different ways to
make a number?
How can I use
objects to
subtract?
How can I use
objects to add?
How can we
show a number in
other ways?
Understand
addition as
putting together
and adding to,
and understand
subtraction as
taking apart and
taking from
Students will take apart 10 by
subtracting.
Students will show ways to
decompose or take apart 4 and
5 using concrete objects,
drawings, and numbers.
Students will show ways to
decompose or take apart 10
using concrete objects,
drawings, and numbers.
Instruct students to compose or
decompose numbers.
Provide 10 frames and color
counters for students to
represent various was to show
a given number
Teacher
Observation
Questioning
Student
Reflection
Performance
Assessment
Red and yellow
counters
Playing cards
Standard Example
http://www.readtenne
ssee.org/sites/www/U
ploads/Examples/K.O
A.A.3final.pdf
Media Links
http://www.readtenne
ssee.org/math/teache
rs/k3_common_core_mat
h_standards/kinderga
rten/counting_cardina
lity/kccc7/kccc7_medi
a.aspx
Have students roll 2 random
number generators (dice). Have
students show each number
rolled on a ten frame. Each
number rolled should be
Page 30 of 62
Greenville Public Schools-
Create a graph
for Birthdays.
Label columns
on butcher
paper or
construction
paper with the
months of the
year. Have
each student
place a sticky
note above the
month they
were born.
displayed using a different color
counter.
3rd Nine
Weeks
K.OA.5 Fluently
add and subtract
within 5.
How can I use
different
combinations of
numbers to
represent the
same quantity?
How can I use
objects to
subtract?
How can I use
objects to add?
Identify a
missing addend.
Decompose
(break down into
addends)
numbers up to
10.
Understand and
represent
subtraction as
taking apart and
taking from the
whole.
Represent
subtraction
using a number
sentence.
Create and
solve story
problems
involving
addition and
subtraction
Provide students with 2 to 3
decks of cards combined. A
student will pass out 5 cards to
each student. Students will pull
cards clock wise until they
make pairs that total a given
number by teacher
Students use fingers to keep
track of addends (“partners”)/
subtrahends, parts of addends/
subtrahends.
Students use number bonds to
make combinations adding up
to five.
Students write expressions and
equations using symbols +, -,
and =, as well as addition words
(add, join, put together, plus,
combine, total) and subtraction
words (minus, take away,
separate, difference, compare).
Fluently add and subtract within
5 knowing fact families or using
mental strategies.
Students will use concrete
objects to show how many are
left.
The teacher writes a simple
addition problem on the white
board. This should be a
problem that is within easy
grasp of all students, such as
3+2.
enVision, Topic 7:
Understanding
Addition
7-6 “Addition
Sentences”
Fact Quiz
Teacher
observation
Quizzes
https://www.ill
ustrativemathe
matics.org/con
tentstandards/K/O
A/A/5/tasks/14
08
https://www.ill
ustrativemathe
matics.org/con
tentstandards/K/O
A/A/5/tasks/14
09
enVision, Topic 8:
Subtraction
Sentences
8-6 “Subtraction
Sentences”
flash cards
counters
link cubes
pencils
white board
markers
http://ccssmath.org/
Students then solve the
problem using whichever
strategy they choose. Then the
Page 31 of 62
Greenville Public Schools-
Begin this task
by “reading”
the math
picture book,
Anno’s
Counting
House (Anno
1982) or a
similar book.
As some of the
children in the
story move to
the other
house, ask
questions of
the group such
as, “Who’s
gone? How
many are
gone? If ____
are gone, how
many must be
in the first
house?” With
rich
conversation
during this
story, all
combinations
of ten will be
discussed.
After reading,
begin an
investigation to
explore number
teacher and the class should
establish that the answer is 5.
relationships
within 5 (and
later within 10).
Give each
student a cup
of five doublesided counters.
Ask students to
swirl the cup of
counters and
then spill them
on their table or
work space.
How many red
counters do
you see? How
many yellow?
Then show
students how
to record what
they see using
a number
sentence.
Allow them to
write on their
table, using
their dry-erase
marker, the
same number
sentence.
Repeat this
process until
you see that a
majority of your
students are
ready to
practice on
their own.
The teacher should then have
students brainstorm all the
ways they can solve an addition
problem like 3+2. Students
should be encouraged to
imagine a different strategy
than the one they used.
Students should talk with a
partner first so everyone can
have a chance to participate
Once students have been given
about 90 seconds to talk, the
teacher should bring the class
back together. The teacher can
use a random calling method
such as sticks with students’
names or can take raised
hands. Random calling will
ensure that many students get
a chance to talk. The teacher
will compile a list on the board
of all the ways students have
come up with.
Page 32 of 62
Greenville Public Schools-
4th Nine
Weeks
K.G.3
Identify shapes as
two-dimensional
(lying in a plane,
“flat”) or threedimensional
(“solid”).
How can you
describe 2-D and
3-D shapes?
How do I identify
positions?
How can I
compare
shapes?
How do I identify
and compare
threedimensional
shapes?
Identify and
describe shapes
(squares,
circles, triangles,
rectangles,
hexagons,
cubes, cones,
cylinders, and
spheres)
Students will identify, name,
and describe solid shapes in
the physical world.
Provide students with
vocabulary word web. Write a
vocabulary word in the center.
Allow students to complete the
word web with pictures or
words to help them remember
the word’s meaning.
The teacher will use math
vocabulary to describe regular
polygons.
Teacher
Observation
Questioning
Student
Reflection
Performance
Assessment
Pattern Blocks
Small boxes or lids in
the shape of regular
polygons
Regular shaped
cookie cutters
Empty boxes of
various sizes
Clay
Around the
Park by
Christianne C.
Jones
Literacy:
The Greedy Triangle
Provide photos
of objects in
everyday life in
the shape of 2D and 3-D
shapes. Have
students
identify the
geometric
shape
associated with
the building.
The Shape of Things
Spookly the Square
Pumpkin
•Captain Invincible
and the Space
Shapes, Stuart
Murphy
Trade Books
Students will create a picture by
using a variety of shapes in
different sizes. Students will
describe what they did to create
the pictures
2-D shapes: Using a variety of
shapes teachers will have
students create an object they
see in the environment.
Page 33 of 62
•The Shape of
Things, Dayle Ann
Dodds
•The Greedy Triangle,
Marilyn Burns
Greenville Public Schools-
Captain
Invincible and
the Space
Shapes
Cubes, Cones,
Cylinders and
Spheres
4th Nine
Weeks
K.G.4
Analyze and
compare two- and
three-dimensional
shapes, in different
sizes and
orientations, using
informal language
to describe their
similarities,
differences, parts
(e.g., number of
sides and
vertices/“corners”)
and other attributes
(e.g., having sides
of equal length).
How can you
describe 2-D and
3-D shapes?
How can I
compare
shapes?
How do I identify
and compare
threedimensional
shapes?
Identify and
describe shapes
(squares,
circles, triangles,
rectangles,
hexagons,
cubes, cones,
cylinders, and
spheres).
Analyze,
compare,
create, and
compose
shapes
Teacher should use their own
judgment to decide if only one
shape should be used or
multiple shapes. Teacher can
also decide if this should be
done with pattern blocks,
attribute blocks, paper, etc.
Teachers can have students do
one a week to add to a
classroom book project
Show the student a collection of
two-dimensional and threedimensional shapes (square,
circle, triangle, rectangle,
hexagon, cube, cone, and
cylinder). Say: Put all of the flat,
two-dimensional shapes together
in a pile and all of the threedimensional shapes together in a
different pile.
Pull out the student a triangle
and a rectangle. Remove the
other shapes. Ask: How are
these shapes alike? How are
they different?
Provide students with
vocabulary word web. Write a
vocabulary word in the center.
Allow students to complete the
word web with pictures or
words to help them remember
the word’s meaning.
The teacher will use math
vocabulary to describe regular
polygons.
On the Go
•Sea Shapes, Suse
MacDonald
Round is a
Mooncake
•Shapes, Jane Simon
ABCYA.com
Teacher
Observation
Questioning
Student
Reflection
Pattern Blocks
Small boxes or lids in
the shape of regular
polygons
Regular shaped
cookie cutters
Empty boxes of
various sizes
Clay
Performance
Assessment
Exit cards
Response
Cards
Quizzes
Repeat with a circle and a
cylinder; cube and a square.
•Bear and a Square,
Stella Blackstone
Videos: Videos
United Streaming
“Math Monsters:
Geometry”
Media Links
http://gpb.pbslearning
media.org/resource/3
95342cd-846f-418b805d41634b9f283b/39534
2cd-846f-418b-805d41634b9f283b/
http://ccssmath.org/
Have students identify every
days objects in the shape of 2D and 3-D shapes.
Page 34 of 62
Greenville Public Schools-
4th Nine
Weeks
K.G.5
Model shapes in
the world by
drawing twodimension shapes
and building threedimensional
shapes.
How can you
describe 2-D and
3-D shapes?
How do I identify
positions?
How can I
compare
shapes?
How do I identify
and compare
threedimensional
shapes?
Identify and
describe shapes
(squares,
circles, triangles,
rectangles,
hexagons,
cubes, cones,
cylinders, and
spheres).
Analyze,
compare,
create, and
compose
shapes
The teacher passes out a
handful of pattern blocks to
each student. Each student
then takes the pattern blocks to
form a new shape. The
students after creating a new
shape will then draw the shape
on a piece of paper. Encourage
the students to use words or a
combination of words and
drawings to explain how they
got the new shape. The teacher
can encourage students to do
this on other days to create a
book.
Teacher
Observation
Questioning
Student
Reflection
Performance
Assessment
Pattern Blocks
Small boxes or lids in
the shape of regular
polygons
Regular shaped
cookie cutters
Empty boxes of
various sizes
Clay
Literacy
Literary Texts
Around the
Park by
Christianne C.
Jones
Provide photos
of objects in
everyday life in
the shape of 2D and 3-D
shapes.
The Greedy Triangle
by Marilyn Burns
Show the student a triangle. Ask:
What is the name of this shape?
How do you know that this is a
triangle? Then, ask the student to
draw the shape. Repeat with a
rectangle and a square.
Show the student the cube. Ask:
What is the name of this shape?
How do you know that this is a
cube? Then, ask the student to
build a cube using materials
provided. Repeat with a sphere
and cylinder
Page 35 of 62
Captain Invincible
and the Space
Shapes by Stewart
Murphy
Bear in a Square by
Stella Blackstone
Smartboard
Shapes K2M010
(Identify common
plane shapes
including squares,
circles, rectangles,
triangles. Identify
polygons up to six
sides. Classify
Greenville Public Schools-
Have students
identify the
geometric
shape
associated with
the building.
shapes by common
characteristics.)
Have students identify every
days objects in the shape of 2D and 3-D shapes.
Shapes K2M011
(Identify geometric
solids including
cubes, cylinders,
cones, spheres,
rectangular prisms,
and pyramids; relate
them to objects in the
environment.)
K.G.1-G6
Videos:
YouTube - 3D
Shapes I Know
(songs for kids)
United Streaming:
Math Monsters:
Geometry (15:00)
The Number Crew:
Super Models (9:18)
Standard Example
http://www.readtenne
ssee.org/sites/www/U
ploads/Examples/K.G
.B.5final.pdf
Page 36 of 62
Greenville Public Schools-
Read,
Informational
Text
Math and
Literature
Grades K -1 by
Marilyn Burns
and Stephanie
Sheffield
Math resource Links
Common Core Links to Example of Standards, Teacher Instructional Approaches, Sample Student Work, Unit Approach etc.
Formative Instructional Practices
http://www.readtennessee.org/math/teachers/teachers_mathematics_toolkit/formative_instructional_practices.aspx
Sample Standard Instructional Practices and Example Grade K ( All Standards)
http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/kindergarten.pdf
Books on Shelves
Grades: K
Modules and lessons were created by NY educators and are aligned to the CCSS for Math, ELA, Science, and Social Studies. Tasks, units, and student samples
are available. The Science and Social Studies have the informational text aligned with the Common Core ELA standards.
http://schools.nyc.gov/NR/rdonlyres/B50F3E83-1202-4999-B14A-309F5429A82A/0/NYCDOEKMathBooksonShelves_Final.pdf
Engage NY
Grades: K-12
Modules and lessons were created by NY educators and are aligned to the CCSS for Math. http://www.engageny.org/mathematics
North Carolina CC
Grades: K-12
Sample tasks for ELA/ Math. Instructional Strategies with models.
http://www.dpi.state.nc.us/acre/standards/common-core/
Common Core Performance Tasks
Grades: K-2
This site offers Formative Instructional and Assessment Tasks are provided as tools to use to assess Kindergarten, First Grade and Second Grade students’
mathematical understanding as specified in the Common Core State Standards CCSS-M).
Page 37 of 62
Greenville Public Schools-
The Formative Instructional and Assessment Tasks are designed to reveal the extent to which a student knows and understands specific concepts. Moving beyond
only whether an answer is right or wrong, the tasks focus attention on the thinking and processes that all students use in solving the tasks, with opportunities to
demonstrate his or her knowledge, skill, and understanding.
http://commoncoretasks.ncdpi.wikispaces.net/K+Tasks
CCSS Math
Grades: K-12
Click on the resources link at the top of the page and pick your grade or conceptual category at the HS level. When you follow a link to a standard, you will find
links to web resources related to that standard. Someone has done a lot of work for us, linking a lot of the resources on this page to the standards and organizing it
for us. Great resource!
ccssmath.org
Illustrative Mathematics
Grades: K-12
A great website to find activities and lessons linked directly to a Common Core Math Standard or one of the Math Practices. Click on your grade level and on the
standard you want to see an activity for and you will be lead to a page with multiple options.
www.illustrativemathematics.org/
101 Questions
Grades: all
This website provides videos and ask students to write the first question that comes to mind that can be asked about the video. One is a boy sitting with a box of
coins next to a large circle. He starts to put the coins on the circumference of the circle. These could be quick activities to help get the students talking about math
with each other. Students could then come up with a plan to answer the question without having to actually do the work. A lot can be done with these videos in the
classroom to help students think mathematically and use the practices without ever having to actually solve the problems.
http://www.101qs.com/
Additional Resources for the standards listed below
K.CC.4a
K.CC.3
K.CC.4b K.OA.3 K.CC. 4c K.CC.6
Zero
YouTube - Sesame Street - Zero the Hero - http://www.youtube.com/watch?v=k9Mnjyrf9xU
YouTube - Zero the Hero by Joan Holub - Book Preview - http://www.youtube.com/watch?v=Kjj7l2t5_Kc
Days of the Week
YouTube - Days of the Week - Song - http://www.youtube.com/watch?v=OPzIbbvoiMA
Ohio Department of Education - “Days of the Week” Lesson - http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CSS_LP_S01_BA_LKG_I01_01.pdf
Ordinal Numbers
Toy Theater - Ordinal Numbers - Game - http://toytheater.com/ordinal-number.php
YouTube - Std. 1 - Maths - Position Words, Ordinal Numbers - Video - http://www.youtube.com/watch?v=nx6ZhdNZxLQ&feature=related
Literature
All Through the Week with Cat and Dog by Rozanne Lanczak Williams
Arctic Fives Arrive by Elinor Pinczes
Page 38 of 62
Greenville Public Schools-
A Chick Called Saturday by Joyce Dunbar
Cookie’s Week by Cindy Ward
Count the Ways to Get Around: Learning to Count to 5 by Joan Chapman
Five Creatures by Emily Jenkins
Five Little Ducks by Pamela Paparone
Five Little Monkeys Jumping on the Bed by Eileen Christelow
Five Little Monkeys Sitting in a Tree by Eileen Christelow
Five Little Penguins Slipping on the Ice by Steve Metzger
Five Little Pumpkins by Iris Van Rynbach
Five Ugly Monsters by Tedd Arnold
Henry the Fourth by Stuart J. Murphy
Seven Blind Mice by Ed Young
Today is Monday by Eric Carle
The Very Hungry Caterpillar by Eric Carle
Zero by Kathryn Otoshi
Zero is the Leaves on the Tree by Betsy Franco
Zero the Hero by Joan Holub
More, Fewer, Less by Tana Hoban
Comparing Numbers 1-5
DW 7th Edition - pages 126-127
PBS Kids - Curious George’s Busy Day - Bug Catcher Game - http://pbskids.org/curiousgeorge/busyday/bugs/
Education Place - eManipulatives Connecting Cubes - http://www.eduplace.com/cgibin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=connectingcubes&title=Connecting%20Cubes&grade=K
Education Place - More, Fewer, Same - Student Tutorial - http://www.eduplace.com/cgibin/schtemplate.cgi?template=/kids/mw/help/eh_popup_k.thtml&grade=K&title=More,+Fewer,+Same&tm=tmfa0104e
Page 39 of 62
Greenville Public Schools-
Greenville Public School District
Multi-Tiered System of Supports Plan
Literacy Based Promotion Act Requirements
August 25, 2016
Office of Curriculum and Instruction
Page 40 of 62
Greenville Public Schools-
Overview
The Greenville Public School District (GPSD) will implement the Multi-Tiered System of Supports (MTSS) Model to ensure that all students receive
needed interventions in academics and behavior. The GPSD MTSS Model meets the requirements of State Board Policy Part 3 Chapter 41:
Intervention and Accountability Process Standard 20. The model is made up of the following essential components:
 Shared Leadership
 The district Intervention Specialists will provide and coordinate training, resources, and monitoring to support the development and
implementation of MTSS in district schools.
 Data Based Problem Solving
 Each school will have a Teacher Support Team (TST) that will analyze all available data to effectively implement interventions
matched to the student’s need.
 Layered Continuum of Supports
 Tier 1: All students will receive Tier 1 high-quality classroom instruction based on the Mississippi College and Career Readiness
Standards.
 Tier 2: All students will receive Tier 1 high-quality classroom instruction based on the Mississippi College and Career Readiness
Standards. Students that are not successful (in line with peers) at Tier 1 must receive Tier 2 targeted interventions to last no more than
8 weeks with two documented reviews.
 Tier 3: All students will receive Tier 1 high-quality classroom instruction based on the Mississippi College and Career Readiness
Standards. Students that populated on the MSIS Intervention Screen, have failed at least one year in grades K-3, have failed at least
two years in grades 4-12, have failed the 3rd Grade Reading MKAS2, or a 4th grade student that received a Good Cause Exemption
must be referred to the TST for Tier 3 interventions to last no more than 16 weeks with two documented reviews.
 Evidence-Based Instruction, Intervention, and Assessment Practices
 GPSD Behavior Intervention Menu (see Appendix)
 GPSD Math Intervention Menu (see Appendix)
 GPSD Reading Intervention Menu (see Appendix)
 Each menu includes the intervention, research, and progress monitoring tools
 Universal Screening and Progress Monitoring
 All students will participate in the universal screening of reading, math, and behavior three times a year. Kindergarten students will be
screened for dyslexia in the spring of each year. First graders will be screened for dyslexia in the fall of each year.
 Data from the universal screeners will be analyzed. Students that score in the basic range must receive Tier 2 targeted interventions.
Students that score in the advanced range must receive targeted enrichment which may include being placed in an Advance Placement
/ Gifted / or Dual Enrollment class.
 Data from the universal screeners will be analyzed. Students that score in the minimal range must receive Tier 3 intensive
interventions.
Page 41 of 62
Greenville Public Schools-
 Family, School, and Community Partnerships
 In order for a student to be successful, families, schools, and communities must work together. Two-way communication between the
school and parents is essential.
 Parents / guardians will be notified of meetings to review student data and to collaborate in the problem-solving process.
Forms
Forms for all parts of the MTSS model are available on the GPSD website under the Curriculum Department under the Intervention tab.
Literacy-Based Promotion Act Requirements
 Intensive Reading Instruction and Intervention
 When a K-3 student scores a minimum on the reading universal screener, the student must be referred to the TST and receive Tier 3
interventions in reading.
 If a 3rd grade student is retained due to failing the Mississippi K-3 Assessment Support System (MKAS2), the student must be referred
to the TST and receive Tier 3 interventions in reading.
 Parent Notification of a Reading Deficiency
 When a reading deficiency is found in a K-3rd grade student, the parent must be notified of the deficiency, the current and
supplemental services provided, the possibility of retention in the 3rd grade, and strategies for parents to use at home.
 Social Promotion Prohibited
 Social promotion is prohibited in the GPSD.
 Good Cause Promotion
 A 3rd grade student that does not pass the MKAS2 may be promoted to the 4th grade with data and the Superintendent’s approval:
 Limited English students who have had less than two years of ELL instruction
 Special Services students whose IEP indicates that participation in the state assessment program is not appropriate
 Special Services students who participate in the state assessment program, has received one year of intensive reading
remediation, and has not passed the MKAS2
 Students that demonstrate an acceptable level of reading proficiency on a state approved alternate assessment
 Students who have received two year of intensive reading remediation
 Good Cause Request
 A request for a Good Cause Exemption will follow the following steps:
 Documentation is submitted for the student’s teacher to the school’s principal
 The principal reviews the documentation with the teacher and parent
 If the principal determines that the student should be promoted, based on the documentation, the principal shall make the
recommendation in writing to the Superintendent who in writing may accept or reject the recommendation
Page 42 of 62
Greenville Public Schools-
 Third Grade Retention and Parent Notification
 Third grade students that are retained due to failing the MAKS2 must receive the following
 A 90 minute literacy block
 Scientifically research-based reading interventions
 Small group instruction
 Reduced teacher-student ratios
 Extended school day, week, or year
 Summer reading camps
 Written notification shall be provided the parent / guardian of any 3rd grade student who is retained that the student has not met the
proficiency level required for promotion and the reasons the student is not eligible for a good cause exemption. The notification shall
include a description of interventions and a “Read at Home”
Behavior Intervention Menu
Skill
Off-task, Nondisruptive
Intervention
Choice: Allowing the Student to Select Task
Sequence


Description: The student is assigned several tasks to
complete during a work period and given the opportunity to
select the assignment that he or she will do first

Reward vs. Response

Description: The student receives a reward from a
predetermined list for completing a specific task.
Page 43 of 62
Scientific Documentation

Progress
Monitoring Tool
Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote
appropriate classroom behavior. Psychology in the Schools, 44, 65-75.
Kern, L., Mantagna, M.E., Vorndran, C.M., Bailin, D., & Hilt, A. (2001).
Choice of task sequence to increase engagement and reduce problem
behaviors. Journal of Positive Behavior Interventions, 3, 3-10.
Ramsey, M. L., Jolivette, K., Patterson, D. P., & Kennedy, C. (2010).
Using choice to increase time on-task, task-completion, and accuracy
for students with emotional/behavior disorders in a residential
facility. Education and Treatment of Children, 33(1), 1-21.
Choice Behavior
Report card
Metzler, C. W., Biglan, A., Rusby, J. C., & Sprague, J. R. (2001).
Evaluation of a comprehensive behavior management program to
improve school-wide positive behavior support. Education and
Treatment of Children, 24(4), 448-479.
Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to
Problem Behavior in Schools: The Behavior Education Program. New
York: The Guilford Press.
Incentive Chart or RtI
Progress Monitoring
Form Appendix G
Greenville Public Schools-
The Good Behavior Game

Barrish, Saunders, and Wold (1969). Harris and Sherman (1973).
Medland and Stachnik (1972).
RtI Progress
Monitoring Form
Appendix G

Piersel (1985).
RtI Progress
Monitoring Form
Appendix H

Alberto, P. A., & Troutman, A. C. (1995). Applied behavior analysis
procedures forteachers (4th ed.). Englewood Cliffs, NJ: Prentice Hall.
Dardig, J. C., & Heward, W. L. (1976). Sign here: A contracting book for
children and their parents. Kalamazoo, MI: Behaviordella.
DeRisi, W. J., & Butz, G. (1975). Writing behavioral contracts: A case
simulation practice manual. Champaign, IL: Research Press.
Homme, L. (1976). How to use contingency contracting in the
classroom. Champaign, IL:Research Press.
Kirchenbaum, D. S., Dielman, J. S., & Karoloy, P. (1982). Efficacy of
behavior contracting:Target behaviors, performance criteria, and
settings. Behavior Modification, 6, 499-518.
Kelly, M. L., & Stokes, T. F. (1982). Contingency contracting with
disadvantaged youths:Improving classroom performance. Journal of
Applied Behavior Analysis, 15, 447-454.
Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough kid book.
Longmont, CO: Sopris West.
Keller, T. E., & Pryce, J. M. (2012). Different roles and different results:
how activity orientations correspond to relationship quality and
student outcomes in school-based mentoring. The Journal of Primary
Prevention. 33.1, 47.
RtI Progress
Monitoring Form
Appendix G
Baker, S. B., & Gerler, E. R. (2001). Counseling in schools. In D. C.
Locke, J. E. Myers, and E. L. Herr (Eds.), The Handbook of Counseling,
Thousand Oaks, CA: Sage Publications.
Omizo, M.M., Hershberger, J.M., & Omizo, S.A. (1988). Teaching
children to cope with anger. Elementary School Guidance &
Counseling, 22, 241-245.
GPSD Behavior Report
Card
Description: This cooperative approach will reduce unwanted
classroom behavior using a game that allows students to
work together to gain group rewards.
Self-Monitoring
Description: This intervention will teach students how to
monitor and manage their own behavior.
Behavior Contract
Description: A behavior contract is a written document
between an instructor and student which specifies: expected
behaviors, positive and negative consequences, and time
frame of the contract with review dates.






Mentoring

Description: Students meet with an adult on a regular basis
to talk about the student’s day and behavior. The adult must
be someone willing to invest in the student’s life.
Off-task,
Disruptive
Counseling
Description: Students meet in a group or individually with
the school’s counselor at least twice weekly to work on
specific behaviors.
Page 44 of 62

GPSD Behavior Report
Card
Greenville Public Schools-
Check-In/Check-Out (Behavior)
Description: The student is assigned to an adult in the school
building with which the student can easily talk. The student
and adult meet at least twice daily to check-in and make sure
the student is having a behaviorally good day.
Behavior Contract
Description: A behavior contract is a written document
between an instructor and student which specifies: expected
behaviors, positive and negative consequences, and time
frame of the contract with review dates.










Stimulus Cueing


Hawken, L. S. & Horner R. H., (2003) Implementing a Targeted Group
Intervention Within a School-Wide System of Behavior Support.
Journal of Behavioral Education, 12, 225-240.
March, R. E. & Horner, R. H. (2002) Feasibility and contributions of
functional behavioral assessment in schools. Journal of Emotional and
Behavioral Disorders, 10, 158-70.
Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The
Effects of a Targeted Intervention to Reduce Problem Behaviors:
Elementary School Implementation
Alberto, P. A., & Troutman, A. C. (1995). Applied behavior analysis
procedures forteachers (4th ed.). Englewood Cliffs, NJ: Prentice Hall.
Dardig, J. C., & Heward, W. L. (1976). Sign here: A contracting book for
children and their parents. Kalamazoo, MI: Behaviordella.
DeRisi, W. J., & Butz, G. (1975). Writing behavioral contracts: A case
simulation practice manual. Champaign, IL: Research Press.
Homme, L. (1976). How to use contingency contracting in the
classroom. Champaign, IL:Research Press.
Kirchenbaum, D. S., Dielman, J. S., & Karoloy, P. (1982). Efficacy of
behavior contracting:Target behaviors, performance criteria, and
settings. Behavior Modification, 6, 499-518.
Kelly, M. L., & Stokes, T. F. (1982). Contingency contracting with
disadvantaged youths:Improving classroom performance. Journal of
Applied Behavior Analysis, 15, 447-454.
Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough kid book.
Longmont, CO: Sopris West.
Carr & Durand, 1985
Lobitz. 1974
GPSD Behavior Report
Card
Hawken, L. S. & Horner R. H., (2003) Implementing a Targeted Group
Intervention Within a School-Wide System of Behavior Support.
Journal of Behavioral Education, 12, 225-240.
March, R. E. & Horner, R. H. (2002) Feasibility and contributions of
functional behavioral assessment in schools. Journal of Emotional and
Behavioral Disorders, 10, 158-70.
Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The
Effects of a Targeted Intervention to Reduce Problem Behaviors:
Elementary School Implementation
Alberto, P. A., & Troutman, A. C. (1995). Applied behavior analysis
procedures forteachers (4th ed.). Englewood Cliffs, NJ: Prentice Hall.
Dardig, J. C., & Heward, W. L. (1976). Sign here: A contracting book for
children and their parents. Kalamazoo, MI: Behaviordella.
DeRisi, W. J., & Butz, G. (1975). Writing behavioral contracts: A case
simulation practice manual. Champaign, IL: Research Press.
Homme, L. (1976). How to use contingency contracting in the
classroom. Champaign, IL:Research Press.
Attendance Calendar
Description: This intervention relies on providing a cue to
students prior to inappropriate behavior.
Attendance
Check-In/Check-Out (Attendance)
Description: The student is assigned to an adult in the school
building with which the student can easily talk. The student
and adult meet at least twice daily to check-in and make sure
the student is having a behaviorally good day.
Behavior Contract (Attendance)
Description: A behavior contract is a written document
between an instructor and student which specifies: expected
behaviors, positive and negative consequences, and time
frame of the contract with review dates.
Page 45 of 62







RtI Progress
Monitoring Form
Appendix G
RtI Progress
Monitoring Form
Appendix H
Attendance Calendar
Greenville Public Schools-



Attention
Seeking

Check-In/Check-Out (Behavior)
Description: The student is assigned to an adult in the school
building with which the student can easily talk. The student
and adult meet at least twice daily to check-in and make sure
the student is having a behaviorally good day.



Behavior Contract
Description: A behavior contract is a written document
between an instructor and student which specifies: expected
behaviors, positive and negative consequences, and time
frame of the contract with review dates.






Kirchenbaum, D. S., Dielman, J. S., & Karoloy, P. (1982). Efficacy of
behavior contracting:Target behaviors, performance criteria, and
settings. Behavior Modification, 6, 499-518.
Kelly, M. L., & Stokes, T. F. (1982). Contingency contracting with
disadvantaged youths:Improving classroom performance. Journal of
Applied Behavior Analysis, 15, 447-454.
Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough kid book.
Longmont, CO: Sopris West.
Hawken, L. S. & Horner R. H., (2003) Implementing a Targeted Group
Intervention Within a School-Wide System of Behavior Support.
Journal of Behavioral Education, 12, 225-240.
March, R. E. & Horner, R. H. (2002) Feasibility and contributions of
functional behavioral assessment in schools. Journal of Emotional and
Behavioral Disorders, 10, 158-70.
Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The
Effects of a Targeted Intervention to Reduce Problem Behaviors:
Elementary School Implementation
Alberto, P. A., & Troutman, A. C. (1995). Applied behavior analysis
procedures forteachers (4th ed.). Englewood Cliffs, NJ: Prentice Hall.
Dardig, J. C., & Heward, W. L. (1976). Sign here: A contracting book for
children and their parents. Kalamazoo, MI: Behaviordella.
DeRisi, W. J., & Butz, G. (1975). Writing behavioral contracts: A case
simulation practice manual. Champaign, IL: Research Press.
Homme, L. (1976). How to use contingency contracting in the
classroom. Champaign, IL:Research Press.
Kirchenbaum, D. S., Dielman, J. S., & Karoloy, P. (1982). Efficacy of
behavior contracting:Target behaviors, performance criteria, and
settings. Behavior Modification, 6, 499-518.
Kelly, M. L., & Stokes, T. F. (1982). Contingency contracting with
disadvantaged youths:Improving classroom performance. Journal of
Applied Behavior Analysis, 15, 447-454.
Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough kid book.
Longmont, CO: Sopris West.
GPSD Behavior Report
Card
RtI Progress
Monitoring Form
Appendix G
Math Intervention Menu
Skill
Calculations:
Number Identification
Intervention
Folding-In Method
Description: The folding-in technique
can be used to teach and practice
factual information, such as sight words
in reading, basic math facts, spelling of
Page 46 of 62
Scientific Documentation


Shapiro, E.S. (1996). Academic Skills Problems
Workbook. The Guilford Press: New York.
Shapiro, (2004)
Progress Monitoring Tool
Checklist of numbers on
flashcards. Only progress
monitoring on those numbers
on the flashcards.
Greenville Public Schools-
new words, and facts in content areas.
It is based on the assumption that
acquisition and mastery of new material
can be achieved if the amount of known
and unknown material is carefully
controlled, as optimal learning occurs
when tasks are in a level that frequent
success occurs. It also incorporates the
use of repetition to learn new tasks.
Great Number Line Race

Description: The student plays a
number-based board game to build
skills related to 'number sense',
including number identification,
counting, estimation skills, and ability to
visualize and access specific number
values using an internal number-line
(Siegler, 2009).
A+ Computer Program
Description: The student will work on
the computer using A+ software to build
skills.
Double-Dosing
Description: This intervention provides
30-45 minutes of extra instruction on
skills that have already been taught in
the Tier 1 classroom.
Page 47 of 62

Siegler, R. S. (2009). Improving the numerical
understanding of children from low-income families.
Child Development Perspectives, 3(2), 118-124.
Ash, J. The Effectiveness of A+ Software on
Achievement of Mathematics
Students in a High School Setting. Thesis, Middle Tennessee
State University, 2001.

Brophy, J.E. “Synthesis of Research on Strategies for
Motivating Students to
Learn.” Educational Leadership 45/2 (October 1987): 40-48.

Brown, F. Computer Assisted Instruction in
Mathematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of North
Carolina at Chapel Hill, 2000 (ED443688).

Cotton, K. Effective Schooling Practices: A Research
Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational Laboratory 1995.

http://www.amered.com/docs/research_basis_als.pdf

Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L.
L., Coyne, M. D., Thomas-Beck, C., et al. (2002). The
effects of instructional emphasis and specificity on
early reading and vocabulary development of
kindergarten children. University of Oregon.

Paglin, C. (2003). Bethel school districts intensive
reading program adds beefed-up instruction for at-risk
readers from day one. Retrieved December 15, 2003
from http://www.nwrel.org/nwedu/08-03/dose.asp.

Nomi, T. & Allensworth, E. M. 2008.
Interventioncentral.org CBM
Early Math Measures
A+ Student Assignment Detail
Report
Interventioncentral.org CBM
Early Math Measures
Greenville Public Schools-
Calculations:
Operations
Strategic Number Counting

Description: The student is taught
explicit number counting strategies for
basic addition and subtraction. Those
skills are then practiced with a tutor.
A+ Computer Program
Description: The student will work on
the computer using A+ software to build
skills.
Interspersing Easy and Hard
Math Problems
Description: The student will be
provided practice opportunities to solve
known and new problems.
Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T.,
Fletcher, J. M., Fuchs, D., & Hamlett, C. L. (2009). The
effects of strategic counting instruction, with and
without deliberate practice, on number combination
skill among students with mathematics difficulties.
Learning and Individual Differences 20(2), 89-100.

Ash, J. The Effectiveness of A+ Software on
Achievement of Mathematics
Students in a High School Setting. Thesis, Middle Tennessee
State University, 2001.

Brophy, J.E. “Synthesis of Research on Strategies for
Motivating Students to
Learn.” Educational Leadership 45/2 (October 1987): 40-48.

Brown, F. Computer Assisted Instruction in
Mathematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of North
Carolina at Chapel Hill, 2000 (ED443688).

Cotton, K. Effective Schooling Practices: A Research
Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational Laboratory 1995.

http://www.amered.com/docs/research_basis_als.pdf
 Hawkins, J., Skinner, C. H., & Oliver, R. (2005).
The effects of task demands and additive interspersal
ratios on fifth-grade students' mathematics accuracy.
School Psychology Review, 34, 543-555.
Interventioncentral.org CBM
Math Computation Measures
A+ Student Assignment Detail
Report
Interventioncentral.org CBM
Math Computation Measures

Stein, Kinder, Silbert, and Carnine (2006).
Interventioncentral.org CBM
Math Computation Measures
Double-Dosing

Interventioncentral.org CBM
Math Computation Measures
Description: This intervention provides
30-45 minutes of extra instruction on
skills that have already been taught in
the Tier 1 classroom.

Folding-In Method


Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L.
L., Coyne, M. D., Thomas-Beck, C., et al. (2002). The
effects of instructional emphasis and specificity on
early reading and vocabulary development of
kindergarten children. University of Oregon.
Paglin, C. (2003). Bethel school districts intensive
reading program adds beefed-up instruction for at-risk
readers from day one. Retrieved December 15, 2003
from http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M. 2008.
Shapiro, E.S. (1996). Academic Skills Problems
Workbook. The Guilford Press: New York.
Shapiro, (2004)
Practice, Practice, Practice
Description: This intervention will help
students develop accuracy with basic
computation skills.
Calculations:
Fact Recall/Fluency
Page 48 of 62

Checklist of math facts on
flashcards (+,-,x, /) Only progress
Greenville Public Schools-
Description: The folding-in technique
can be used to teach and practice
factual information, such as sight words
in reading, basic math facts, spelling of
new words, and facts in content areas.
It is based on the assumption that
acquisition and mastery of new material
can be achieved if the amount of known
and unknown material is carefully
controlled, as optimal learning occurs
when tasks are in a level that frequent
success occurs. It also incorporates the
use of repetition to learn new tasks.
monitoring on those facts on the
flashcards.
 Rathovan, Natalie (1999). Effective School
Interventions. Guilford Press: New York, NY.
Cover, Copy, and Compare (Tier
2 only)
Description: Students learn a five-step
procedure that gives them increased
opportunities to respond to
mathematics material and self-evaluate
their responses. Cover, Copy, and
Compare is an efficient strategy for
increasing accuracy and speed in basic
math facts, requires little student
training or teaching time, and can be
used with individuals, small groups, or
entire classes.
Timed Practice, Practice,
Practice
Interventioncentral.org CBM
Math Computation Measures
 Lee, M.J., & Tingstrom, D.H. (1994). A group math
intervention: The modification of cover,
copy, and compare for group application. Psychology in the
Schools, 31, 133-145.
 Skinner, C.H., Turco, T.L., Beatty, K.L., & Rasavage, C.
(1989). Cover, copy, and compare: A
method for increasing multiplication performance. School
Psychology Review, 18, 412-420.

National Mathematics Advisory Panel (2008).
Interventioncentral.org CBM
Math Computation Measures
Hawkins, J., Skinner, C. H., & Oliver, R. (2005).
The effects of task demands and additive interspersal
ratios on fifth-grade students' mathematics accuracy.
School Psychology Review, 34, 543-555.
Interventioncentral.org CBM
Math Computation Measures
Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L.
L., Coyne, M. D., Thomas-Beck, C., et al. (2002). The
effects of instructional emphasis and specificity on
Interventioncentral.org CBM
Math Computation Measures
Description: Students will work in a
small group to build fluency with basic
computation skills.

Interspersing Easy and Hard
Math Problems
Description: The student will be
provided practice opportunities to solve
known and new problems.
Double-Dosing
Page 49 of 62

Greenville Public Schools-
Description: This intervention provides
30-45 minutes of extra instruction on
skills that have already been taught in
the Tier 1 classroom.
Problem Solving
(Word Problems):
Vocabulary
Have You Ever?
Description: This intervention provides
30-45 minutes of extra instruction on
skills that have already been taught in
the Tier 1 classroom.
Math Problem-Solving:
Combining Cognitive and
Metacognitive Strategies
Description: The strategies in this
intervention combine both cognitive
and Metacognitive elements. First, the
student is taught a 7-step process for
attacking a math word problem.
Second. The instructor trains the
student to use a three-part selfcoaching routine for each of the seven
problem-solving steps.
Problem Solving
(Word Problems):
Cognitive Strategies
Page 50 of 62


Description: Students will practice new
math vocabulary words by tying them to
personal experiences.
Double-Dosing
Problem Solving
(Word Problems):
Cognitive Strategies

early reading and vocabulary development of
kindergarten children. University of Oregon.
Paglin, C. (2003). Bethel school districts intensive
reading program adds beefed-up instruction for at-risk
readers from day one. Retrieved December 15, 2003
from http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M. 2008.
Beck, McKeown, Kucan (2002).
STAR Method

Checklist of vocabulary words
worked on (see written protocol
for details)
Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L.
L., Coyne, M. D., Thomas-Beck, C., et al. (2002). The
effects of instructional emphasis and specificity on
early reading and vocabulary development of
kindergarten children. University of Oregon.

Paglin, C. (2003). Bethel school districts intensive
reading program adds beefed-up instruction for at-risk
readers from day one. Retrieved December 15, 2003
from http://www.nwrel.org/nwedu/08-03/dose.asp.

Nomi, T. & Allensworth, E. M. 2008.

Burns, M. K., VanDerHeyden, A. M., & Boice, C. H.
(2008). Best practices in intensive academic
interventions. In A. Thomas & J. Grimes (Eds.), Best
practices in school psychology V (pp.1151-1162).
Bethesda, MD: National Association of School
Psychologists.
 Montague, M. (1992). The effects of cognitive and
metacognitive strategy instruction on the
mathematical problem solving of middle school
students with learning disabilities. Journal of Learning
Disabilities, 25, 230-248.
 Montague, M., & Dietz, S. (2009). Evaluating the
evidence base for cognitive strategy instruction and
mathematical problem solving. Exceptional Children,
75, 285-302.
Checklist of vocabulary words
worked on (see written protocol
for details)


Word Problems (2-3) as chosen
by Interventionist
Maccini & Hughes, 2000
Maccini & Ruhl, 2000
Word Problems (2-3) as chosen
by Interventionist
Description: This strategy is a simpler
version of the Cognitive and
Metacognitive Strategy above. If
students need slight support for this
skill, use this intervention. If the student
Greenville Public Schools-
needs strong support, use the above
intervention.
Double-Dosing

Description: This intervention provides
30-45 minutes of extra instruction on
skills that have already been taught in
the Tier 1 classroom.


Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L.
L., Coyne, M. D., Thomas-Beck, C., et al. (2002). The
effects of instructional emphasis and specificity on
early reading and vocabulary development of
kindergarten children. University of Oregon.
Paglin, C. (2003). Bethel school districts intensive
reading program adds beefed-up instruction for at-risk
readers from day one. Retrieved December 15, 2003
from http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M. 2008.
Word Problems (2-3) as chosen
by Interventionist
Reading Intervention Menu
Skill
Letter
Identification
Intervention
Say It, Find It, Place It
Scientific Documentation

Adapted from Neuhaus Education Center. (1992). Reading readiness. Bellaire, TX:
Author, All rights reserved. 1-713-664-7676. www.neuhaus.org

Adapted from Neuhaus Education Center. (1992). Reading readiness. Bellaire, TX:
Author, All rights reserved. 1-713-664-7676. www.neuhaus.org
DIBELS Letter
Identification
Fluency

Shapiro, E.S. (1996). Academic Skills Problems Workbook. The Guilford Press: New
York.
Shapiro, (2004)
Checklist of letters on
flashcards. Only
progress monitoring
on those letters on the
flashcards.
Description: This
intervention helps students
learn letter identification by
sight.
What Letter?
Description: This intervention
helps students identify letters
by touch.
Folding-In Method
Description: The folding-in
technique can be used to
teach and practice factual
information, such as sight
words in reading, basic math
facts, spelling of new words,
and facts in content areas. It
is based on the assumption
Page 51 of 62
Progress Monitoring
Tool
DIBELS Letter
Identification
Fluency

Greenville Public Schools-
that acquisition and mastery
of new material can be
achieved if the amount of
known and unknown material
is carefully controlled, as
optimal learning occurs when
tasks are in a level that
frequent success occurs. It
also incorporates the use of
repetition to learn new tasks.
A+ Computer Program
Description: The student will
work on the computer using
A+ software to build skills.
Double-Dosing
Description: This intervention
provides 30-45 minutes of
extra instruction on skills that
have already been taught in
the Tier 1 classroom.
Lively Letters
STAR Reading
Interventions
Phonemic
Awareness
Matching Pictures
Description: Students work
through pictures to identify
pairs that rhyme.

Ash, J. The Effectiveness of A+ Software on Achievement of Mathematics
Students in a High School Setting. Thesis, Middle Tennessee State University, 2001.

Brophy, J.E. “Synthesis of Research on Strategies for Motivating Students to
Learn.” Educational Leadership 45/2 (October 1987): 40-48.

Brown, F. Computer Assisted Instruction in Mathematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel Hill, 2000
(ED443688).

Cotton, K. Effective Schooling Practices: A Research Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational Laboratory 1995.

http://www.amered.com/docs/research_basis_als.pdf













Page 52 of 62
A+ Student Assignment
Detail Report
Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M. D., ThomasBeck, C., et al. (2002). The effects of instructional emphasis and specificity on early
reading and vocabulary development of kindergarten children. University of Oregon.
Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M. 2008.
DIBELS Letter
Identification
Fluency
Initial Lively Letters Pilot Study in Boston Public Schools – Boston, MA, 1990-1996
Reading with TLC Pilot Study in Pittsburg, MA, 1999-2000
Study of Lively Letters using RtI Model in York County, ME, 2006-2008
Lively Letters using RtI Model – High ELL Population in Las Vegas, NV, 2008-2009
Renaissance Learning. (2014). The Research Foundation for STAR Assessments: The
Science of STAR. Renaissance Learning.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning
Difily, D. & Sassman, C. (2006). Engaging activities to teach phonics and
phonological awareness. Carson-Dellosa Publishing Co.
Gillon, G.T. (2000). The Gillon Phonological Awareness Training Programme: An
intervention programme for children at risk for reading disorder. University of
Canterbury.
Gillon, G.T. (2004). Phonological awareness: From research to practice. Guilford
Press:New York.
Highnam, D. (2006). Practical strategies to help speech-language pathologists
better meet student needs (grades K-12). Institute for Educational Development.
Medina: WA.
DIBELS Letter
Identification
Fluency
STAR Reading
Progress Monitoring
Rhyme Awareness
Checklist
Greenville Public Schools-

Beanbag Toss
Description: This intervention
provides movement as
students generate rhyming
words.
Page 53 of 62
Highnam, D. (2008). Phonological awareness activities. Panel presentation for
NSSLHA.

Johnson, K. L., & Roseman, B. A. (2003). The source for phonological awareness.
East Moline, IL: Linguisystems, Inc.)

Jordano, K. & Callella, T. (1998). On Phonemic Awareness: Songs & Rhymes – Fall
(CD).

Kusak, L. (2005). Building an outstanding kindergarten literacy program: Practical
ideas for accelerating the success of emergent readers and writers. Bureau of
Education & Research: Bellevue, WA)

McCracken & McCracken (1986). Stories, songs and poetry to teach reading and
writing. Teachers College Press

Microsoft Office Online, Clipart. Retrieved December 10, 2008, from
http://office.microsoft.com/en-us/clipart/default.aspx?lc=en-us.

Robertson, C., & Salter, W. (1998). Take home phonological awareness. East
Moline, IL:Linguisystems, Inc.)

Sterling-Orth, Angela (2004). Go-to guide for phonological awareness. Eau Claire,
WI:Thinking Publications.

Virginia Department of Education. (1998). Ideas and activities for developing
phonological awareness skills. Retrieved from

www.doe.virginia.gov/VDOE/Instruction/Reading/findings.pdf

Difily, D. & Sassman, C. (2006). Engaging activities to teach phonics and
phonological awareness. Carson-Dellosa Publishing Co.

Gillon, G.T. (2000). The Gillon Phonological Awareness Training Programme: An
intervention programme for children at risk for reading disorder. University of
Canterbury.

Gillon, G.T. (2004). Phonological awareness: From research to practice. Guilford
Press:New York.

Highnam, D. (2006). Practical strategies to help speech-language pathologists
better meet student needs (grades K-12). Institute for Educational Development.
Medina: WA.

Highnam, D. (2008). Phonological awareness activities. Panel presentation for
NSSLHA.

Johnson, K. L., & Roseman, B. A. (2003). The source for phonological awareness.
East Moline, IL: Linguisystems, Inc.)

Jordano, K. & Callella, T. (1998). On Phonemic Awareness: Songs & Rhymes – Fall
(CD).

Kusak, L. (2005). Building an outstanding kindergarten literacy program: Practical
ideas for accelerating the success of emergent readers and writers. Bureau of
Education & Research: Bellevue, WA)

McCracken & McCracken (1986). Stories, songs and poetry to teach reading and
writing. Teachers College Press

Microsoft Office Online, Clipart. Retrieved December 10, 2008, from
http://office.microsoft.com/en-us/clipart/default.aspx?lc=en-us.

Robertson, C., & Salter, W. (1998). Take home phonological awareness. East
Moline, IL:Linguisystems, Inc.)
Rhyme Awareness
Checklist
Greenville Public Schools-

Sorting Mail
Description: This intervention
has students sorting pictures
by target sounds.
Say It and Move It
Description: This intervention
helps students identify
individual phonemes in
words.
A+ Computer Program
Page 54 of 62
Sterling-Orth, Angela (2004). Go-to guide for phonological awareness. Eau Claire,
WI:Thinking Publications.

Virginia Department of Education. (1998). Ideas and activities for developing
phonological awareness skills. Retrieved from

www.doe.virginia.gov/VDOE/Instruction/Reading/findings.pdf

Difily, D. & Sassman, C. (2006). Engaging activities to teach phonics and
phonological awareness. Carson-Dellosa Publishing Co.

Gillon, G.T. (2000). The Gillon Phonological Awareness Training Programme: An
intervention programme for children at risk for reading disorder. University of
Canterbury.

Gillon, G.T. (2004). Phonological awareness: From research to practice. Guilford
Press:New York.

Highnam, D. (2006). Practical strategies to help speech-language pathologists
better meet student needs (grades K-12). Institute for Educational Development.
Medina: WA.

Highnam, D. (2008). Phonological awareness activities. Panel presentation for
NSSLHA.

Johnson, K. L., & Roseman, B. A. (2003). The source for phonological awareness.
East Moline, IL: Linguisystems, Inc.)

Jordano, K. & Callella, T. (1998). On Phonemic Awareness: Songs & Rhymes – Fall
(CD).

Kusak, L. (2005). Building an outstanding kindergarten literacy program: Practical
ideas for accelerating the success of emergent readers and writers. Bureau of
Education & Research: Bellevue, WA)

McCracken & McCracken (1986). Stories, songs and poetry to teach reading and
writing. Teachers College Press

Microsoft Office Online, Clipart. Retrieved December 10, 2008, from
http://office.microsoft.com/en-us/clipart/default.aspx?lc=en-us.

Robertson, C., & Salter, W. (1998). Take home phonological awareness. East
Moline, IL:Linguisystems, Inc.)

Sterling-Orth, Angela (2004). Go-to guide for phonological awareness. Eau Claire,
WI:Thinking Publications.

Virginia Department of Education. (1998). Ideas and activities for developing
phonological awareness skills. Retrieved from

www.doe.virginia.gov/VDOE/Instruction/Reading/findings.pdf

Adapted from Blachman, B. A., Ball, E. W.,Black, R. & Tangel, D. M. (2000). Road to
the code: A phonological awareness program for young children. Baltimore:
Brookes

Neuhaus Education Center (1992).

Reading readiness.Bellaire, TX: Author. All rights reserved. 1-713-664-7676.
www.neuhaus.org

Ash, J. The Effectiveness of A+ Software on Achievement of Mathematics
Students in a High School Setting. Thesis, Middle Tennessee State University, 2001.

Brophy, J.E. “Synthesis of Research on Strategies for Motivating Students to
Learn.” Educational Leadership 45/2 (October 1987): 40-48.

Brown, F. Computer Assisted Instruction in Mathematics Can Improve Students’
DIBELS Phoneme
Segmentation Fluency
DIBELS Phoneme
Segmentation Fluency
A+ Student Assignment
Detail Report
Greenville Public Schools-
Description: The student will
work on the computer using
A+ software to build skills.
Double-Dosing
Description: This intervention
provides 30-45 minutes of
extra instruction on skills that
have already been taught in
the Tier 1 classroom.
Lively Letters
STAR Reading
Interventions
Phonics
Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel Hill, 2000
(ED443688).

Cotton, K. Effective Schooling Practices: A Research Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational Laboratory 1995.

http://www.amered.com/docs/research_basis_als.pdf

Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M. D., ThomasBeck, C., et al. (2002). The effects of instructional emphasis and specificity on early
reading and vocabulary development of kindergarten children. University of Oregon.

Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.

Nomi, T. & Allensworth, E. M. 2008.







Letter Cube Blending
Description: The Letter Cube
Blending intervention targets
alphabetic (phonics) skills.
The student is given three
cubes with assorted
consonants and vowels
appearing on their sides. The
student rolls the cubes and
records the resulting letter
combinations on a recording
sheet. The student then
judges whether each
resulting ‘word’ composed
from the letters randomly
appearing on the blocks is a
real word or a nonsense
word. The intervention can
be used with one student or
a group.
Say It Faster/Move It
Closer
Page 55 of 62


DIBELS Phoneme
Segmentation Fluency
Initial Lively Letters Pilot Study in Boston Public Schools – Boston, MA, 1990-1996
Reading with TLC Pilot Study in Pittsburg, MA, 1999-2000
Study of Lively Letters using RtI Model in York County, ME, 2006-2008
Lively Letters using RtI Model – High ELL Population in Las Vegas, NV, 2008-2009
Renaissance Learning. (2014). The Research Foundation for STAR Assessments: The
Science of STAR. Renaissance Learning.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning
Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., &
Hamlett, C. L. (2009). The effects of strategic counting instruction, with and without
deliberate practice, on number combination skill among students with mathematics
difficulties. Learning and Individual Differences 20(2), 89-100.
DIBELS Phoneme
Segmentation Fluency
Adapted from Carnine, D. W., Silbert, J., & Kam’enui, E. J. (1997). Direct instruction
reading. (3rd ed.). Upper Saddle River, NJ: Prentice Hall
Carreker, S. (1999). Teaching reading: Accurate decoding and fluency.
DIBELS
STAR Reading
Progress Monitoring
DIBELS
Nonsense Word Fluency
(NWF) Instructional Level
Nonsense Word
Fluency (NWF)
Greenville Public Schools-
Description: Students work
with individual letters to
make sounds and words.
Onsets and Rimes
Description: Students
manipulate letter tiles to
make words.
Tapping Out
Description: This intervention
helps tactile learners
separate beginning, medial,
and ending sounds.
A+ Computer Program
Description: The student will
work on the computer using
A+ software to build skills.
Elkonin Boxes

Instructional Level
J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 141-182).
Baltimore: Brookes

Cahrd, D. J., & Osborn, J. (1999). Word recognition instruction: Paving the road to
successful reading. Intervention in School and Clinic, 34(5), 271-277.

Adapted from Carnine, D. W., Silbert, J., & Kam’enui, E. J. (1997). Direct instruction
reading. (3rd ed.). Upper Saddle River, NJ: Prentice Hall

Carreker, S. (1999). Teaching reading: Accurate decoding and fluency.

J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 141-182).
Baltimore: Brookes

Cahrd, D. J., & Osborn, J. (1999). Word recognition instruction: Paving the road to
successful reading. Intervention in School and Clinic, 34(5), 271-277.

Adapted from Carnine, D. W., Silbert, J., & Kam’enui, E. J. (1997). Direct instruction
reading. (3rd ed.). Upper Saddle River, NJ: Prentice Hall

Carreker, S. (1999). Teaching reading: Accurate decoding and fluency.

J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 141-182).
Baltimore: Brookes

Cahrd, D. J., & Osborn, J. (1999). Word recognition instruction: Paving the road to
successful reading. Intervention in School and Clinic, 34(5), 271-277.

Ash, J. The Effectiveness of A+ Software on Achievement of Mathematics
Students in a High School Setting. Thesis, Middle Tennessee State University, 2001.

Brophy, J.E. “Synthesis of Research on Strategies for Motivating Students to
Learn.” Educational Leadership 45/2 (October 1987): 40-48.

Brown, F. Computer Assisted Instruction in Mathematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel Hill, 2000
(ED443688).

Cotton, K. Effective Schooling Practices: A Research Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational Laboratory 1995.

http://www.amered.com/docs/research_basis_als.pdf

Adapted from Blachman, B. A., Ball, E. W.,Black, R. & Tangel, D. M. (2000). Road to
the code: A phonological awareness program for young children. Baltimore: Brookes
DIBELS
Nonsense Word Fluency
(NWF) Instructional Level
DIBELS
Nonsense Word Fluency
(NWF) Instructional Level
A+ Student Assignment
Detail Report
DIBELS
Nonsense Word Fluency
(NWF) Instructional Level
Description: This intervention
helps with letter-sound
correspondence.
Double-Dosing
Description: This intervention
provides 30-45 minutes of
extra instruction on skills that
have already been taught in
the Tier 1 classroom.
Lively Letters
Page 56 of 62

DIBELS

Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M. D., ThomasBeck, C., et al. (2002). The effects of instructional emphasis and specificity on early
reading and vocabulary development of kindergarten children. University of Oregon.
Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M. 2008.




Initial Lively Letters Pilot Study in Boston Public Schools – Boston, MA, 1990-1996
Reading with TLC Pilot Study in Pittsburg, MA, 1999-2000
Study of Lively Letters using RtI Model in York County, ME, 2006-2008
Lively Letters using RtI Model – High ELL Population in Las Vegas, NV, 2008-2009
DIBELS

Nonsense Word Fluency
(NWF) Instructional Level
Nonsense Word Fluency
(NWF) Instructional Level
Greenville Public Schools-
Fluency
STAR Reading
Interventions

Partner Reading (Tier 2
only)

Description: Partner reading
involves pairing students to
practice rereading texts.
Partner Reading increases the
amount of time students are
reading and increases
fluency.
Tape Assisted Reading




Description: Tape assisted
reading is an individual or
group reading activity where
students read along in their
books as they hear a fluent
reader read the book on an
audiotape. As confidence and
reading skills develop,
students read the same
passage or text without the
assistance of the tape.

Timed Repeated
Readings



Description: Timed repeated
readings are an instructional
practice for monitoring
students' fluency
development. Repeated
readings, under timed
conditions, of familiar
instructional level text can
increase students' reading
speed which can improve
comprehension.
Page 57 of 62
STAR Reading
Progress Monitoring
Renaissance Learning. (2014). The Research Foundation for STAR Assessments: The
Science of STAR. Renaissance Learning.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning
Texas Center for Reading and Language Arts. Essential reading strategies for the
struggling reader: Activities for an accelerated reading program (Expanded ed.).
Austin, TX:Texas Education Agency.
Adapted from Bos, C. S., & Vaughn, S. (2002). Strategies for teaching students with
learning and behavior problems (5th ed.) Boston: Allyn and Bacon; Fuchs, D. , Fuchs,
L. S., Mathes, P. G., & Simmons, D. C. (1997) Peer-assisted learning strategies:
Making classrooms more responsive to diversity.
American Educational Research Journal, 34(1), 174-206; Mastropieri, M. A., Leinart,
A., & Scruggs, T. E. (1999). Strategies to increase reading fluency. Intervention in
School and Clinic, 34(5), 278-283.





DIBELS
Oral Reading Fluency
(ORF) Instructional Level
Armbruster,B., Lehr, F., & Osborn, J. (2001). Put Reading First: The Research
Building Blocks for Teaching Children to Read. Center for the Improvement of Early
Reading Achievement (CIERA).
http://www.nifl.gov/partnershipforreading/publications/reading_first1fluency.html
Texas Reading Initiative. (2007). Fluency: Instructional Guidelines and Student
Activities.
DIBELS
Council for Exceptional Children, the Division for Learning Disabilities (DLD) and the
Division for Research (DR). Fluency Instruction (139KB PDF)*.
Dowhower, S. (1989) Repeated reading: Research into practice. The Reading
Teacher, 42(7), 502-507.
Hudson, R.F., Lane, H.B., & Pullen, P.C. (2005). Reading Fluency Assessment and
Instruction: What, Why, and How?. The Reading Teacher, 58(8), 702-714.
Johns, J. & Berglund, R. (2002). Fluency: Question, answers, evidence-based
strategies. Dubuque, IO: Kendall/Hunt Publishing Company.
Kuhn, M. (2004). Helping students become accurate, expressive readers: Fluency
instruction for small groups. The Reading Teacher, 58(4), 338-344.
Murray, B. (1999). Two Methods for Developing Fluency.
Rasinski, T. (2003) The fluent reader: Oral reading strategies for building word
recognition, fluency, and comprehension. New York, NY: Scholastic Professional
Books.
Samuels, S. J. (2002). Reading fluency: It's development and assessment. In
Farstrup, A. & Samuels, S. (Ed.). What research has to say about reading instruction
(pp. 166-183). Newark, Delaware: International Reading Association.
DIBELS
Oral Reading Fluency
(ORF) Instructional Level
Oral Reading Fluency
(ORF) Instructional Level
Greenville Public Schools-


Double-Dosing
Description: This intervention
provides 30-45 minutes of
extra instruction on skills that
have already been taught in
the Tier 1 classroom.
Error
Correction

Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M. D., ThomasBeck, C., et al. (2002). The effects of instructional emphasis and specificity on early
reading and vocabulary development of kindergarten children. University of Oregon.
Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.


STAR Reading
Interventions

Word Supply


Samuels, S. J. (1997). The method of repeated readings. The Reading Teacher,
50(5), 376-381.
Vaca, R. & Vaca, J. (1999). Content area reading: Literacy and learning across the
curriculum, 6th edition. New York, NY: Logman.
Directions: When the student
commits a reading error (e.g.,
substitution, omission,
5-second hesitation),
immediately pronounce the
correct word for the student
and have student repeat the
word correctly. The student
will then reread the entire
sentence.
Page 58 of 62

Oral Reading Fluency
(ORF) Instructional Level
Nomi, T. & Allensworth, E. M. 2008.
Renaissance Learning. (2014). The Research Foundation for STAR Assessments: The
Science of STAR. Renaissance Learning.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning
STAR Reading
Progress Monitoring
Singh, N.N. (1990). Effects of two error-correction procedures on oral reading
errors:Word supply versus sentence repeat. Behavior Modification, 14, 188-199.
DIBELS
Singh, N.N. (1990). Effects of two error-correction procedures on oral reading errors.
Word supply versus sentence repeat. Behavior Modification, 14, 188-199.
DIBELS
Oral Reading Fluency
(ORF) Instructional Level
Description: When the
student commits a reading
error (e.g.,
substitution, omission, 5second hesitation),
immediately pronounce the
correct word for
the student, have the student
repeat the word correctly,
and then direct the student
to
continue reading.
Sentence Repeat
DIBELS
Oral Reading Fluency
(ORF) Instructional Level
Greenville Public Schools-
‘Word Attack’
Hierarchy

Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R: Research
in the classroom. Columbus, OH: Charles E. Merrill Publishing
DIBELS
Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M. D., ThomasBeck, C., et al. (2002). The effects of instructional emphasis and specificity on early
reading and vocabulary development of kindergarten children. University of Oregon.
Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M. 2008.
DIBELS
Oral Reading Fluency
(ORF) Instructional Level
Directions: In this approach,
the instructor prompts the
student to apply a hierarchy
of word-attack skills
whenever the student
misreads a word.
Double-Dosing
Description: This intervention
provides 30-45 minutes of
extra instruction on skills that
have already been taught in
the Tier 1 classroom.
STAR Reading
Interventions
Comprehension A+ Computer Program
Description: The student will
work on the computer using
A+ software to build skills.
Click or Clunk?
Description: Students
periodically check their
understanding of sentences,
paragraphs, and pages of text
as they read.
Concept Maps





Description: A concept map
is a visual organizer that can
enrich students'
understanding of a new
Page 59 of 62
STAR Reading
Progress Monitoring
Renaissance Learning. (2014). The Research Foundation for STAR Assessments: The
Science of STAR. Renaissance Learning.

Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning

Ash, J. The Effectiveness of A+ Software on Achievement of Mathematics
Students in a High School Setting. Thesis, Middle Tennessee State University, 2001.

Brophy, J.E. “Synthesis of Research on Strategies for Motivating Students to
Learn.” Educational Leadership 45/2 (October 1987): 40-48.

Brown, F. Computer Assisted Instruction in Mathematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel Hill, 2000
(ED443688).

Cotton, K. Effective Schooling Practices: A Research Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational Laboratory 1995.

http://www.amered.com/docs/research_basis_als.pdf

Anderson, T. (1980). Study strategies and adjunct aids. In R. J. Spiro, B. C. Bruce, &
W. F. Brewer (Eds.) Theoretical Issues in Reading Comprehension, Hillsdale, NJ:
Lawrence Erlbaum Associates.

Babbs, P. J. (1984). Monitoring cards help improve comprehension. The Reading
Teacher, 38(2), 200-2


Oral Reading Fluency
(ORF) Instructional Level
A+ Student Assignment
Detail Report
DIBELS
Oral Reading Fluency
(ORF)
Instructional Level
Birbili, M. (2007). Mapping Knowledge: Concept Maps in Early Childhood
Education. Retrieved November 4, 2008.
Council for Exceptional Children, the Division for Learning Disabilities (DLD) and the
Division for Research (DR). Graphic Organizers: Power Tools for Teaching Students
with Learning Disabilities (528K PDF)*.
Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA:
Association of Supervisors of Curriculum Development.
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)
Greenville Public Schools-
concept. Using a graphic
organizer, students think
about the concept in several
ways. Most concept map
organizers engage students in
answering questions such as,
"What is it? What is it like?
What are some examples?"
Concept maps deepen
understanding and
comprehension.

Semantic Feature
Analysis




Description: The semantic
feature analysis strategy uses
a grid to help kids explore
how sets of things are related
to one another. By
completing and analyzing the
grid, students are able to see
connections, make
predictions and master
important concepts. This
strategy enhances
comprehension and
vocabulary skills.
Double-Dosing
Description: This intervention
provides 30-45 minutes of
extra instruction on skills that
have already been taught in
the Tier 1 classroom.
STAR Reading
Interventions
Vocabulary
Page 60 of 62
Concept Maps








Novak, Joseph D. (1998). Learning, creating, and using knowledge: Concept maps as
facilitative tools in schools and corporations. Mahwah, NJ: Erlbaum.
Noyd, Robert. (1998). A primer on concept maps. USAFA Educator, 7(1). Retrieved
November 5, 2008.
AdLit.org. Semantic Feature Analysis.
Anders, P. L., &Bos, C. S. (1986). Semantic feature analysis: An interactive strategy
for vocabulary development text comprehension. Journal of Reading, 29, 610-617.
Billmeyer, Rachel. (2003). Strategies to Engage the Mind of the Learner: Building
Strategic Learners. Dayspring Printing: Omaha, NE: Dayspring Printing.
Johnson, D. D. &Pearson, P. D. (1984). Teaching reading vocabulary. New York:
Holt, Rinehart and Winston.
Richardson, Judy S., and Raymond F. Morgan. (1999). Reading to Learn in the
Content Areas. Belmont, CA: Wadsworth Publishing Company.
Smith, C. (1997). Vocabulary Instruction for Reading Comprehension.
Texas Education Agency. (2002). Teaching Word Meanings as Concepts.
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)
Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M. D., ThomasBeck, C., et al. (2002). The effects of instructional emphasis and specificity on early
reading and vocabulary development of kindergarten children. University of Oregon.
Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)
Nomi, T. & Allensworth, E. M. 2008.
Renaissance Learning. (2014). The Research Foundation for STAR Assessments: The
Science of STAR. Renaissance Learning.

Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning

Birbili, M. (2007). Mapping Knowledge: Concept Maps in Early Childhood
Education. Retrieved November 4, 2008.
STAR Reading
Progress Monitoring
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Greenville Public Schools-

Description: A concept map
is a visual organizer that can
enrich students'
understanding of a new
concept. Using a graphic
organizer, students think
about the concept in several
ways. Most concept map
organizers engage students in
answering questions such as,
"What is it? What is it like?
What are some examples?"
Concept maps deepen
understanding and
comprehension.
A+ Computer Program
Description: The student will
work on the computer using
A+ software to build skills.
Semantic Feature
Analysis




Ash, J. The Effectiveness of A+ Software on Achievement of Mathematics
Students in a High School Setting. Thesis, Middle Tennessee State University, 2001.

Brophy, J.E. “Synthesis of Research on Strategies for Motivating Students to
Learn.” Educational Leadership 45/2 (October 1987): 40-48.

Brown, F. Computer Assisted Instruction in Mathematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel Hill, 2000
(ED443688).

Cotton, K. Effective Schooling Practices: A Research Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational Laboratory 1995.

http://www.amered.com/docs/research_basis_als.pdf



Description: The semantic
feature analysis strategy uses
a grid to help kids explore
how sets of things are related
to one another. By
completing and analyzing the
grid, students are able to see
connections, make
predictions and master
important concepts. This
strategy enhances
Page 61 of 62
Council for Exceptional Children, the Division for Learning Disabilities (DLD) and the
Division for Research (DR). Graphic Organizers: Power Tools for Teaching Students
with Learning Disabilities (528K PDF)*.
Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA:
Association of Supervisors of Curriculum Development.
Novak, Joseph D. (1998). Learning, creating, and using knowledge: Concept maps as
facilitative tools in schools and corporations. Mahwah, NJ: Erlbaum.
Noyd, Robert. (1998). A primer on concept maps. USAFA Educator, 7(1). Retrieved
November 5, 2008.




AdLit.org. Semantic Feature Analysis.
Anders, P. L., &Bos, C. S. (1986). Semantic feature analysis: An interactive strategy
for vocabulary development text comprehension. Journal of Reading, 29, 610-617.
Billmeyer, Rachel. (2003). Strategies to Engage the Mind of the Learner: Building
Strategic Learners. Dayspring Printing: Omaha, NE: Dayspring Printing.
Johnson, D. D. &Pearson, P. D. (1984). Teaching reading vocabulary. New York:
Holt, Rinehart and Winston.
Richardson, Judy S., and Raymond F. Morgan. (1999). Reading to Learn in the
Content Areas. Belmont, CA: Wadsworth Publishing Company.
Smith, C. (1997). Vocabulary Instruction for Reading Comprehension.
Texas Education Agency. (2002). Teaching Word Meanings as Concepts.
Resources for
directions)
A+ Student Assignment
Detail Report
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)
Greenville Public Schools-
comprehension and
vocabulary skills.
Double-Dosing
Description: This intervention
provides 30-45 minutes of
extra instruction on skills that
have already been taught in
the Tier 1 classroom.
STAR Reading
Interventions
Page 62 of 62





Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M. D., ThomasBeck, C., et al. (2002). The effects of instructional emphasis and specificity on early
reading and vocabulary development of kindergarten children. University of Oregon.
Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M. 2008.
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)
Renaissance Learning. (2014). The Research Foundation for STAR Assessments: The
Science of STAR. Renaissance Learning.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning
STAR Reading
Progress Monitoring
Greenville Public Schools-