Four-week prototype
Classroom, independence, diagnostic, and transition routines
Confirm expectation pairings and prerequisite sequence. Approve every independent task as realistic for the intended class. Approve texts, foundational-language choices, assessment purpose, and accessibility supports.
I can show and explain how I see a quantity.
G1 B1.1 · G2 B1.1I can listen, share, and respond to an idea.
G1 B1.1 · G2 B1.1Approve the class listening signals and partner-talk routine.
I can move between objects, pictures, words, and numerals.
G1 B1.1 · G2 B1.1I can choose a listening action that helps me understand.
G1 B1.2, B1.3 · G2 B1.2, B1.3Confirm the help signal students should use during an independent rotation.
I can take apart and rebuild a quantity without changing how many.
G1 B1.1, B1.2 · G2 B1.1I can listen closely to the sounds in spoken and written words.
G1 B2.1 · G2 B2.1Teacher must supply or approve the diagnostic items and foundational-skills interpretation rules.
I can make a sensible estimate, organize a collection, and count to check.
G1 B1.4, B1.5 · G2 B1.3, B1.4I can use what I know and notice text features to understand a text.
G1 C1.1, C1.3 · G2 C1.1, C1.3Approve the texts and confirm that each independent text is genuinely familiar.
I can explain a representation and learn from someone else's strategy.
G1 B1.1, B1.5 · G2 B1.1, B1.4I can share the main idea and important details in order.
G1 B1.1, C2.6 · G2 B1.1, C2.6Teacher reviews Week 1 observations and approves Week 2 groupings.