Curriculum Map: Kindergarten- April/May
Seasons & Weather cont., Columbus and the Pilgrims, Colonial Towns and Townspeople
April/May
Measurement, Sorting, Classifying, Counting Data, Identifying and Describing Shapes, Seasons & Weather cont., , blending, Segmenting, Long and Short Vowel Sounds
Domain 9 Columbus and the Pilgrims
- What are the similarities between the voyages of Columbus and the Pilgrims?
- Why did Europeans want to travel to Asia?
- What was Columbus' journey like?
- What was the reason the Pilgrims left England?
- What was the Pilgrims' first year in America like?
- What ws the first Thanksgiving like?
Domain 10-Colonial Towns and Townspeople
- What is the difference between towns, country, and countryside during the colonial period?
- What are the similarities and differences between modern family life and colonial family life?
- Why do people who live in the country travel to town during colonial period?
- What are the features of colonial towns?
- Describe the different types of tradespeople found in colonial towns and their role in society.
- What types of tools are used by colonial tradespeople?
- Describe the plant or animal products needed to make flour and cloth.
- What is the process of making cloth from cotton, flax, or wool?
Science
Trees and Weather-Investigation (7-9)
- What do spring trees look like?
- forcing twigs
- bark hunt
- visiting adopted trees
Topic 12
How can objects be compared and ordered by length, height, and weight?
Topic 13
What are different ways objects can be grouped?
Topic 14
How can shapes be named and described?
| 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.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.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.8 (Not applicable to literature) |
| RL.K.10 Actively engage in group reading activities with purpose and understanding. |
| 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. |
| 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.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. |
| 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.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. |
| 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.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.3 Ask and answer questions in order to seek help, get information, or clarify something that 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.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.5.d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. |
| 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.
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
| K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. |
| K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. |
| K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.3 |
| K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). |
| K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). |
| K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. |
Fundations
- diagraphs, spelling of "ck", tapping words with diagraphs, spelling of "k" sound, sentence structure, dictation, narrative fiction vs. informational books, trick words, reading sentences with fluency, blending, segmenting of CVC words
Domain 9-Columbus and the Pilgrims
- Identify the continents
- Explain why the Europeans wanted to travel to Asia
- Discuss facts about Columbus's first voyage
- Explain that native Americans were already living on the continent
- Describe the Pilgrims voyage
- Compare and contrast the 2 voyages
- Describe the Pilgrims first year in America
journey, ships, spices, travelers, treasures, adventures, convince, fleet, navigators, victorious, cabin, crews, expedition, rulers, shore, courage, discovered, explore, island, native, ashamed, empire, Governor, historians, colonies, disappointed, explorers, religion, refused, cargo, destination, glory, overboard, passenger, chief, fascinated, legend, survival, tribe, celebration,crops, harvest, store, wisdom
Domain 10-Colonial Towns and Townspeople
- Compare and contrast towns and countryduring the colonial period
- Compare modern life to colonial life
- Identify the types of tradespeoplefound in colonial towns
- Identify tools used by tradespeople
- Describe the process of making cloth from cotton, flax, or wool
apprentice, churn, country, trade, tradesperson, weave, bartered, blacksmith, cobbler, everyday, rare, tailor, customers, grindstones, kneaded, miller, yeast, garments, loom, spindles, spinners, weavers, breeches, fabric, fastened, measure, patterns, attractive, elves, poor, rich, thrilled, chisel, mason, mortar, patiently, trowel, essential, forge, horseshoes, metal, coal, downcast, haste, merry, miner, grocer, peered, spirits, sympathy
Math
- objects have measurable attributes: length, capacity, and weight
- objects can be compared by these attributes
- attributes can be used to sort objects
- Two and three dimensional objects can be descrbed, classified and analyzed by their attributes
length, shorter, longer, as long as, longest, shortest, height, taller, as tall as, tallest, holds more, holds less, empty, full, most, least, weight, lighter, weighs less, heavier, weighs more, about the same, balance scale, same, different, sort, does not belong, sorting rule, real graph, picture graph, retangle, side, corner, square, circle, triangle, hexagon, cone, cylinder, sphere, cube, flat surface,
Science
Weather and Trees
Investigation (7-9)
- bark,twigs,leaves,buds,flowers,fruits and seeds are parts of trees
- the buds on twigs grow into leaves or flowers
- trees can be identified through the pattern on their bark
- trees are living,growing, plants
- trees change through the seasons
- seasons change
blossom,bud,evergreen,fall,food,forcing,fruit,growth ring,leaf scar,needle,scale,season,spring,summer,swollen,winter
SV LESSON 19-Off We Go!
SV LESSON 20-The Night Worker
SV LESSON 21- The Koala and the Kangaroo
SV LESSON 22-Caterpillar Garden
SV LESSON 23-The Butterfly Kiss
SV LESSON 24-Moles Can Dance
Essential Skills
- discuss word meaning and develop vocabulary through meaningful experiences
- develop vocabulary by listening to and discussing selections read aloud.
- write to record ideas or reflections
-Fountas and Pinnell Observational Survey
-Fountas and Pinnell Running Records
-STARS Early Literacy
-Math Benchmark Envision
-Math Cumulative 9-12
Domain 9-10 Assessment
Fundations
