Curriculum Map: Kindergarten-December/January
Kindergarten
December/January
Plants, needs of living things, Holidays, Farms, Animals 2 by 2-Goldfish, Worms, Addition, Subtraction, ABC Order, Uppercase Letters, Learn to Tap
Domain 5 Farms
- What is a farm?
- What is found on a farm?
- What are the needs of farm animals?
- Why do farmers raise animals and crops?
- What foods come from animals?
- How do farmers protect their crops?
Animals Two by Two
- What are the parts of a goldfish?
- What do goldfish need to live?
- What do goldfish do?
- How are guppies and goldfish different?
- How are they the same?
- What birds visit our schoolyard?
- What are the parts of a water snail?
- How can shells be grouped?
Units of Study for Teaching Reading
Unit ll continued
Bend ll- Taking On Even The Hardest Words
How Can...
Super readers put powers together?
Super readers learn words and practice reading them with a "snap."
Super readers make the first sound in the word to help then read the word?
Super readers don't give up.
Readers show off their power?
Bend lll- Bringing Books To Life
How can...
Readers use their voices to bring books to life?
Readers use the pattern to sing out their books?
Readers use punctuation to figure out how to read?
Readers change their voices to how they understand the book?
Super readers talk about books, too?
Readers retell books after they read them?
Readers show the gift of reading?
Fundations
- What is ABC order?
- How to blend and tap out words?
- How to form uppercase letters?
Units of Study- Unit 3-How To Books
Bend I- Writing How To Books -Step by Step
Bend II- Using Mentor Texts For Inspiration- Revising Old and Writing New
Bend III- Keeping Readers in Mind
Bend IV- Giving How to Books as Gifts
Topic 7-Understanding Addition
- What is joining?
- What is addition?
- How to join parts together to make a whole?
- How to use objects or drawings to represent a problem?
- How can addition sentences using + and = be used to show parts of a whole?
Topic 8-Understanding Subtraction
- What is subtraction?
- What is taking apart?
- How to use objects to represent a problem?
- How to use - and = to create a subtraction sentence?
Topic 9-More Addition and Subtraction
| SS.K.GEO.7.a Climate, seasonal weather changes, and the physical features associated with the community and region all affect how people live. |
| SS.K.TCC.8.a Specific words and phrases related to chronology and time should be used when recounting events and experiences. |
| SS.K.ECO.9 People have economic needs and wants. Goods and services can satisfy people’s wants. Scarcity is the condition of not being able to have all of the goods and services that a person wants or needs. |
| 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.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.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in 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. |
| RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. |
| RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). |
| RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. |
| RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). |
| RI.K.10 Actively engage in group reading activities with purpose and understanding. |
| RF.K.1.d Recognize and name all upper- and lowercase letters of the alphabet. |
| RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| RF.K.2.a Recognize and produce rhyming words. |
| RF.K.2.b Count, pronounce, blend, and segment syllables in spoken words. |
| RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words. |
| RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) |
| RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. |
| RF.K.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. |
| RF.K.3.b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. |
| 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. |
| W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. |
| 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.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.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. |
| 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. |
There are no standards currently aligned to this resource.
| 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. |
| 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. |
| K.OA.5 Fluently add and subtract within 5. |
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.
Unit of Study for Teaching Reading
Read Aloud/Shared Reading:Pete the Cat and His Four Groovy Buttons by Litwin, Various alaphabet books, Oh The Place You Will Go by Seuss, I Knew You Could by Dorfman, Yeah You! by Boynton Curious George, My Bug Box by P. Blanchard
Dragonflies by M. Hall,
Fundations
- Identify and form uppercase letters
- Identify and tap out individual sounds
- Blend CVC words
uppercase, lowercase, tap, blend
Math
- Joining parts to make a whole
- Joining groups can be shown as an expression using +
- Addition sentences can be used to show parts of a whole
- pictures can be used to understand and solve the problem
addition, subtraction, joining, number story, plus sign, equal sign, minus sign, addition/subtraction sentence, in all, whole, part, altogether, sum, take apart
Science
Animals Two by Two
- Identify the parts of a goldfish, guppy
- Identify the parts of a water snail
- Identify the needs of living things
- Identify the parts of a bird
fish, aquarium, goldfish, guppy, eyes, gill, tail, scales, fin, mouth, male, female, bill, wings, feathers, fly, food, compare, same , different, surface, tunnel, position words
SV LESSON 7- The Squirrel
SV LESSON 8-We All Went On Safari
SV LESSON 9- Friend Frog
SV LESSON 10-Mr. Umaga's Birthday
SV LESSON 11- There Was An Old Lady
SV LESSON 12-Griz's Pet
Essential Skills:
-use vocabulary to describe ideas, feelings, and experiences
- listen to imaginative texts in order to respond to vivid language
- use pictures and context to make predictiond about a story
-develop vocabulary by discussing characters and events from a story
- use prior knowledge to make sense of texts
Math TopicTests
Math Cumulative Topic 5-8
Fundations Unit Test
Stars
Running Records
Classroom Literacy Assessment (Folder)
