Curriculum Map: Kindergarten-Feb/March
Kindergarten
February/March
Narrative Story, Blending, Segmenting, Trick Words, Diagraphs, Long and Short Vowel Sounds, Numbers to 100, Addition, Subtraction, Composing & Decomposing Numbers 11-19, Trees, Seasons & Weather
Domain 6-Native Americans
- Who are the indigenous people of North and South America?
- Who are Native Americans? How do Native Americans keep their culture alive today?
- What are the needs of the Native American tribes?
- Describe the different tribes.
- What is a nomadic lifestyle?
- What are the aspects of some of the diverse native cultures?
Domain 7-Kings and Queens
- What is a king or queen?
- What is a royal family?
- What are royal objects?
- What ensures a royal family's success?
Domain 8-Weather
- What are units of time?
- What are the seasons and their characteristics?
- What are the North and South Poles?
- What are local weather conditions and how do they affect you?
- What tools are used to measure weather conditions?
Science
Animals Two by Two
- -What are the parts of a redworm
- - What do redworms need to live?
- - How are redworms and night crawlers different?
- - How are they the same?
- -What are isopods?
- -How are pill bugs and sow bugs different?
- -How are they the same?
- -How do isopods move?
- -What do animals need to live?
Units of Study for Teaching Reading
Unit 3 Bigger Books, Bigger Reading Muscles
Bend l Tackling More Challenging Books
How can...
Readers tackle more challenging books?
Readers use patterns to read almost every page?
Readers figure out the changing words in the pattern?
Readers use all of their super powers to read pattern break in books?
Readers check their reading?
Readers use the patterns and the ending to undertand their books?
Bend ll Zooming in on Letters and Sounds
How can...
Readers use their letter sound knowledge to read the words on the page?
Readers can notice consonant clusters to help solve unknown words?
Readers look to the ends of words as they read?
Readers preview a page and locate known words?
Readers check their reading?
Bend lll- Graduation: Becoming Stronger Readers
How can...
Readers develop new kind of picture power a books become harder?
Readers can lean on their snap word power?
Readers can read snap words with inflected endings?
Readers use all they know about stories to make prediction?
Readers need extra strength reread power to bring their books to life?
Readers need extr strength book talk power?
Readers use all their powers to read their books?
Units of Study- Unit 4-Persuasive Writing of All Kinds
Bend I- Exploring Opinion Writing- Making Our School a Better Place
Bend II- Sending Our Words Out Into the World- Writing Letters
Bend IV- Persuasive Writing Projects
Topic 9
Continuing Addition and Subtraction
Topic 10
How to compose numbers 11-19 by adding tens and ones?
Topic 11
How can we decompose the numbers 11-19 into tens and ones?
| SS.K.GEO.6 Maps and globes are representations of Earth’s surface that are used to locate and better understand places and regions. |
| SS.K.GEO.7 People and communities are affected by and adapt to their physical environment. |
| SS.K.TCC.8 The past, present and future describe points in time and help us examine and understand events. |
| 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.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.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.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. |
| RF.K.1 Demonstrate understanding of the organization and basic features of print. |
| RF.K.1.a Follow words from left to right, top to bottom, and page by page. |
| RF.K.1.b Recognize that spoken words are represented in written language by specific sequences of letters. |
| RF.K.1.c Understand that words are separated by spaces in print. |
| 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.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.4 Read emergent-reader texts with purpose and understanding. |
| 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. |
| W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. |
| W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). |
| W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. |
| 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.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.b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). |
| 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.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). |
| 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. |
| K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. |
| K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.3 |
There are no standards currently aligned to this resource.
Units of Study for Teaching Reading
Read Aloud/Shared Reading:
Kitten's First Full Moon by K.Henkes, Not Norman by K. Bennett, Pet Show by E. Keats, Gossie by O. Dunria
Fundations
- tapping to spell for segmentation, manipulation of sounds, blending and segmenting of sounds in CVC words, decoding CVC words, distinguish between long and short vowel sounds, fluency and phrasing, choral reading, trick words, narrative story for
Math
- there is more than one way to show a number
- work with numbers 11-19 to gain fondations for place value
- view numbers 11-19 as a group of ten + ones
More, less, fewer, double ten frame set,
Science
Animals Two by Two
- -worms are animals and have basic needs.
- - worms have identifiable structures.
- - different kinds of worms have imilar structures and behaviors- they also have different size and color.
- - worm behavior is influenced by conditions in the environment.
- - worms change plant material into soil.
- - isopods are animals and have basic needs
- - different kinds of isopods have some structures and behaviors that are the same and different.
- - there is great diversity among isopods
- - isopod behavior is influenced by conditions in the environment
-body, bristle,clitellum,earthworm,moist,night crawler,redworm,segment.soil,swollen,top,antena,ball,carapace,flat,isopod,jagged,living,moisture,nonliving,pill bug,protect,race,roll up,round,section,sow bug,turn over
SV LESSON 13 -Listen To The Rain
SV LESSON 14-The Enormous Carrot
SV LESSON 15-The Flea's Sneeze
SV LESSON 16-The Racoons That Live in Our Attic
SV LESSON 17- The Sleepy Dormouse
SV LESSON 18-Mickey Mouse Speaks!
Essentiial Skills
-speak to expreess the mood of a story by using a variety of words
- use visual references to build upon word meaning
- use pictures and context to make predictions about story content
-describe connections between personal experiences and written and visual texts
Fundations
-Narrative Story Form-charactr-setting-main events
-blending and segmenting of sounds in CVC words
-decoding and encoding of CVC words
-distinguish between long and short vowel sounds
-fluency and phrasing with echo choral reading
-distinguish between /k/ and /c/ sound
-teach digraphs th-wh-ch-sh-ck
-teach how mark up words
-trick words : the -a-and-are-to-is-his-as-has-was-we-he-she-be-me
STARS
Classroom Literacy Assessment (Folder)
Running Records
Fundations Unit Tests
Domain 6-7-8 Assessment
