Creating an account also allows you to see alignment to Common Core standards and Universal Design for Learning, adapted goals for varying levels of support, and related staircase goals by grade.
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By (date), given a days-of-the-week flip chart on rings and read to aloud from a calendar worksheet with fill-in-the-blank statements identifying past, present, future days (e.g., yesterday was ___, today is ___, tomorrow will be __), student will fill in the blanks by writing or tracing the correct day on calendar worksheet for (4 out of 5) days a week.
By (date), given images of (3) clock faces (2 show the same time, 1 is different) and asked by the teacher (e.g. “Which clock is different?”), (name) will point to the clock face that is different, for (4 of 5) clock comparisons.
By (date), given a days-of-the-week flip chart on rings and read to aloud from a calendar worksheet with fill-in-the-blank statements identifying past, present, future days (e.g., yesterday was ___, today is ___, tomorrow will be __), student will fill in the blanks by writing or tracing the correct day on calendar worksheet for (4 out of 5) days a week.
By (date), given images of (3) clock faces (2 show the same time, 1 is different) and asked by the teacher (e.g. “Which clock is different?”), (name) will point to the clock face that is different, for (4 of 5) clock comparisons.
By (date), when given (10) digital and (10) analog printed representations of clocks, (name) will verbally tell and write the time in hours and half-hours with (16 out of 20) correct responses in (4 out of 5) time-telling activities.
By (date), given a days-of-the-week flip chart on rings and read to aloud from a calendar worksheet with fill-in-the-blank statements identifying past, present, future days (e.g., yesterday was ___, today is ___, tomorrow will be __), student will fill in the blanks by writing or tracing the correct day on calendar worksheet for (4 out of 5) days a week.
By (date), given images of (3) clock faces (2 show the same time, 1 is different) and asked by the teacher (e.g. “Which clock is different?”), (name) will point to the clock face that is different, for (4 of 5) clock comparisons.
Given (10) digital and (10) analog printed representations of clocks, (name) will verbally tell and write the time to the nearest 5 minutes using a.m. and pm. with (16/20) correct responses in (4/5) time activities.
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By (date), given a real-life analog clock face (e.g. classroom clock, watch face), (name) will tell the time on the clock to the nearest 30 minutes, 5 minutes, or 1 minute, with (80%) accuracy (i.e. 4 out of 5 clocks correct), for (2 out of 3) sets of clocks.
By (date), given an adapted (3)-week schedule (e.g., weeks labeled "last week", "this week", "next week" and weekdays labeled M-F) with activity symbols posted in each day of the week (e.g., picture of swimming on pool day, picture of music notes for music class), and asked a question about the schedule (e.g. “When was speech therapy last week?”, “When will we go to music class this week?”), (student) will verbally answer (4) out of (5) schedule questions correctly.
By (date), immediately after a teacher says the time on an analog clock while pointing to the hour and minute hands (e.g. “This hour hand shows 3,” pointing to the hour hand... “this minute hand shows 30,” pointing to the minute hand”), shown (1) clock face and told the time shown (e.g. “This clocks says 7 o’clock.”), and asked to identify either the hour or minute hand (e.g. “Which hand shows the hours?), (name) will point to the correct hand, in (4 of 5) clock examinations.
Given (10) digital and (10) analog printed representations of clocks, (name) will verbally tell and write the time to the nearest minute using a.m. and pm. with (16/20) correct responses in (4/5) time activities.
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By (date), when given (10) word problems involving the addition and subtraction of time intervals in minutes, (name) will correctly write the new time or the time interval (e.g. "20 minutes passed from start to finish of recess", "8:35pm is when recess ended") scoring (8/10) in (4 out of 5) time word problem activities.
By (date), immediately after watching the teacher demonstrate filling (2) measuring cups (2 different sizes) with water and verbally comparing their volumes (e.g. “This larger cup says 1 liter at the top line, while this small one says 1 cup. This one holds more.”) and given (2) empty measuring cups, (name) will fill the cups with water and verbally say which holds “more” or “less”, for (4 of 5) volume comparisons.
By (date), when given an item with its written cost (e.g., 15 cents for an apple) and a pile of mixed coins, (student) will follow a teacher model to select (3) different combinations of coins (e.g., one dime and five pennies, fifteen pennies, and three nickels) to represent the cost of that item for (5) different items in (3 out of 5) opportunities.
By (date), given an adapted (3)-week schedule (e.g., weeks labeled "last week", "this week", "next week" and weekdays labeled M-F) with activity symbols posted in each day of the week (e.g., picture of swimming on pool day, picture of music notes for music class), and asked a question about the schedule (e.g. “When was speech therapy last week?”, “When will we go to music class this week?”), (student) will verbally answer (4) out of (5) schedule questions correctly.
By (date), immediately after a teacher says the time on an analog clock while pointing to the hour and minute hands (e.g. “This hour hand shows 3,” pointing to the hour hand... “this minute hand shows 30,” pointing to the minute hand”), shown (1) clock face and told the time shown (e.g. “This clocks says 7 o’clock.”), and asked to identify either the hour or minute hand (e.g. “Which hand shows the hours?), (name) will point to the correct hand, in (4 of 5) clock examinations.
By (date), immediately after watching the teacher demonstrate filling (2) measuring cups (2 different sizes) with water and verbally comparing their volumes (e.g. “This larger cup says 1 liter at the top line, while this small one says 1 cup. This one holds more.”) and given (2) empty measuring cups, (name) will fill the cups with water and verbally say which holds “more” or “less”, for (4 of 5) volume comparisons.
By (date), when given an item with its written cost (e.g., 15 cents for an apple) and a pile of mixed coins, (student) will follow a teacher model to select (3) different combinations of coins (e.g., one dime and five pennies, fifteen pennies, and three nickels) to represent the cost of that item for (5) different items in (3 out of 5) opportunities.
By (date), given an adapted (3)-week schedule (e.g., weeks labeled "last week", "this week", "next week" and weekdays labeled M-F) with activity symbols posted in each day of the week (e.g., picture of swimming on pool day, picture of music notes for music class), and asked a question about the schedule (e.g. “When was speech therapy last week?”, “When will we go to music class this week?”), (student) will verbally answer (4) out of (5) schedule questions correctly.
By (date), immediately after a teacher says the time on an analog clock while pointing to the hour and minute hands (e.g. “This hour hand shows 3,” pointing to the hour hand... “this minute hand shows 30,” pointing to the minute hand”), shown (1) clock face and told the time shown (e.g. “This clocks says 7 o’clock.”), and asked to identify either the hour or minute hand (e.g. “Which hand shows the hours?), (name) will point to the correct hand, in (4 of 5) clock examinations.
By (date), immediately after watching the teacher demonstrate filling (2) measuring cups (2 different sizes) with water and verbally comparing their volumes (e.g. “This larger cup says 1 liter at the top line, while this small one says 1 cup. This one holds more.”) and given (2) empty measuring cups, (name) will fill the cups with water and verbally say which holds “more” or “less”, for (4 of 5) volume comparisons.
By (date), when given an item with its written cost (e.g., 15 cents for an apple) and a pile of mixed coins, (student) will follow a teacher model to select (3) different combinations of coins (e.g., one dime and five pennies, fifteen pennies, and three nickels) to represent the cost of that item for (5) different items in (3 out of 5) opportunities.
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