Curriculum Map: Kindergarten October-November
Kindergarten
October-November
Five Senses Cont., Stories, Numbers 0-20, Alphabetic Principle, Identify Fabric, Paper
How do we follow rules within the home, school, and community to provide for a safe and orderly environment?
What are unique family activities and traditions that are important parts of an individuals culture and sense of self?
How are families from different cultures alike and different?
Trees and Weather-Investigation 2
- What can we observe about leaves?
- What shapes are leaves?
- How are Leaves different?
- How are leaf edges different?
- What can we observe about leaves?
Trees and Weather-Investigation 4 (1-3)
- What do fall trees look like?
Units of Study for Teaching Reading
Unit ll Superpowers: Reading with Print Stategies and Sight Word Power
Bend l- Using Superpowers to Look and Point and Then Read Everything
How can...
Readers have superpowers to look, point, and read everything they can?
Super reader use pointer power to check their reading, making sure what they say matches what they see?
Readers don't let longer words slow them down; every word gets one tap?
Readers use snap words to anchor their uper power?
Partner power give readers even stronger pointer power?
Writing
- Does your picture match your words?
- Does your story have a B,M and E?
- Does your story have a character? Setting?
- Resonse to reading: What is your favorite part? Character?
Units of Study-Unit 2- Writing For Readers
Bend 1- Writing Stories that People Can Really Read
Bend II- Tools That Give Writers Extra Power
Bend III- Partnering For Revision- Making Stories More Fun to Read
Bend IV- Preparing For Publication
Topic 4-How can numbers 0-10 be compared and ordered?
Topic 5-How can numbers 0-20 be represented?
Topic 6-How can numbers 0-20 be counted, read, and written?
| SS.K.ID.1 Children’s sense of self is shaped by experiences that are unique to them and their families, and by common experiences shared by a community or nation. |
| SS.K.CIV.5.a.1 Students will discuss rules for fire, water, traffic, school, and home safety, and what would happen if rules were not followed. |
| MST4 Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. |
| RL.K.1 With prompting and support, ask and answer questions about key details in a text. |
| RL.K.2 With prompting and support, retell familiar stories, including key details. |
| RL.K.3 With prompting and support, identify characters, settings, and major events in a story. |
| RL.K.4 Ask and answer questions about unknown words in a text. |
| RL.K.5 Recognize common types of texts (e.g., storybooks, poems). |
| RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. |
| RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). |
| RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. |
| RL.K.10 Actively engage in group reading activities with purpose and understanding. |
| RI.K.1 With prompting and support, ask and answer questions about key details in a text. |
| RI.K.2 With prompting and support, identify the main topic and retell key details of a text. |
| RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. |
| RI.K.5 Identify the front cover, back cover, and title page of a book. |
| RF.K.1 Demonstrate understanding of the organization and basic features of print. |
| RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .). |
| W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. |
| SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |
| SL.K.1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). |
| SL.K.1.b Continue a conversation through multiple exchanges. |
| SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. |
| SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. |
| SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. |
| SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. |
| L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| L.K.1.b Use frequently occurring nouns and verbs. |
| L.K.1.d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). |
| L.K.1.f Produce and expand complete sentences in shared language activities. |
| L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. |
| L.K.4.a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). |
| L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. |
| L.K.5.c Identify real-life connections between words and their use (e.g., note places at school that are colorful). |
| L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. |
| K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). |
| K.CC.4.c Understand that each successive number name refers to a quantity that is one larger. |
| 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. |
| K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. |
| K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. |
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
Fundations
- Identify and form lowercase letters
- Echo/prosody
- Print word awareness
- identify and produce rhyming words
- story elements
ELA
Units of Study for Teaching Reading
Read Aloud/Shared Reading;
So Much by Trish Cook, Wemberley Worried by K. Henkes, Yoko by R. Wells, The Kissing Hand by A. Penn, It's Okay to Different by T. Parr, The Family Book by T.Parr
Brown Bear What Do See? and other popular well known rhyming text, songs, etc.
Science
-observe and compare properties of several kinds of paper.
- determine the usefulness of different kinds of paper for writing and drawing.
- investigate how paper interacts with water.
- communicate observations of different kinds of paper orally and through drawings.
across, around,bend, blot,bumpy,chipboard,construction paper,corner,corrugated cardboard,crease,drop,dry,facial tissue,fiber,flat,flip,flour,fold,half,kraft paper,mold,newsprint,over,paper,paper towel,papier mache,pattern,pulp,recycling,rolling,slick,stiff,strip,submerge,tagboard,tear,thick,thin,waxed paper,wet,wheat paste
-observe and compare properties and structure of fabric
- observe and describe how and where fabrics are used
-observe how fabric interacts with water and other materials
-communicate observations made of different kinds of fabric, both orally and through drawings
burlap,clean,cloth,corduroy,denim,detergent,dirty,fabric,fleece,knit,least,most,nubby,ripstop nylon,rough,satin,scratchy,seersucker,shiny,slippery,smooth,soak,soft,sparkle organza,stain,terry cloth,texture,thread,warp,waterproof,weaving,woof,woven
Math
- Compare and order numbers 0-10
- 5 and 10 are benchmark numbers
- 1 and 2 more expresses a relationship between two numbers
- 1 and 2 fewer expresses a relationship between two numbers
greater, less, five frame, ten frame, fewer, more, order, number line, forward, backward
Science
Trees and Weather-Investigation 2
- different kinds of trees have different inds of leaves
- leaves have properties
- leaf properties vary
- leaves can be described and compared by their properties
Trees and Weather-Investigation 4 (1-3)
- trees are living,growing plants
- bark,twigs,leaves,buds,flowers,fruits,seeds are parts of trees
- seeds grow into the same kind of plant as the parent seed
- trees change through the seasons.
blossom,bud,fall,food,fruit,season
SV LESSON-1- Words Are Like Faces
SV LESSON-2- There Is A Cow In The Road!
SV LESSON-3-Molly Rides The Schoolbus
SV LESSON-4-Rainy Day Play
SV LESSON -5- Stop That Pickle!
SV LESSON-6- We're Going On A Bear Hunt
Essential Skills:
-develop vocabulary by listening to and discussing selections read aloud.
-connect to life experiences the information and events in texts.
- listen to imaginative texts in order to respond to vivid language.
-use context to find the meaning of unknown words
- retell or act out order of important events from a story.
- use prior knowledge to make sense of text.
-Fountas & Pinnell Running Records
-Envision Math Cuumulative Topics 1-4
-Classroom Literacy Assessment (Folder)
-Domain 3 Assessment-Stories
