(AB) Patterns. (AABB). ⢠Calendar routines (to June). ⢠Shapes. ⢠#1-10 (writing & recognizing). ⢠1 to 1 co
Kindergarten Curriculum Map Grade: K Math
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September Sorting (AB) Patterns (AABB) Calendar routines (to June) Shapes #1‐10 (writing & recognizing)
Science
Social Studies
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Farm
Class Community (rules, getting along) • All about me (feelings) • Welcoming Schools (second step) • Latino History Writing Assessment (Print • First name Concepts) • Writing to communicate • Draw a picture of self playing • Labels and 2 describes a
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October Sorting (AB) Patterns (AABB) Calendar routines (to June) Shapes #1‐10 (writing & recognizing) 1 to 1 coutning Graphs Trees Tree homes Seasons
Student of the Week (celebrating differences)
November/December
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#’s 10‐20 (writing • & recognizing) Quantities & • equivalents (more/less) Patterns/sorting • • • •
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Trees Tree homes Seasons
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Family Native Americans Holidays/Celebra tions
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January #’s 10‐20 (writing • & recognizing) • Quantities & • equivalents (more/less) Patterns/sorting # stories measurement Place Value
Winter Unit (animals & seasons)
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MLK (Ruby Bridges, Rosa Parks)
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February Place Value 100 Days Count by 10’s
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March Add & subtract #’s 20‐30 Coins Time (sequencing)
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Neighborhood Community Symbols & Presidents Welcoming Schools (second step)
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April Solid shapes Fractions ½ & whole Time (sequencing)
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May/June Review Time/clocks
Winter Unit (animals & seasons) 5 senses
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5 senses Wood & paper
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Wood & paper
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Animals 2X2 (observing)
Neighborhood Community Cesar Chavez Symbols & Presidents
Cesar Chavez Conflict resolution
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Writer’s Workshop • Narratives with details. • writes sentence.
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Traits (character building)
Interactive Writing and Journals: • Draw picture of, use letters and words to write about your picture. • Recording beginning letter
Interactive Writing and Journals • Draw picture of, use letters and words to write about your picture. • Record last letter sounds in word
Writer’s Workshop routine begins • Narratives • Letter formation • Consonant‐vowel consonant (CVC) • High frequency words
Writer’s Workshop • Narratives • Sentences • Capitals at begiing of sentences. • CVC/Word families
Writer’s Workshop • Narratives • Can access word wall and environmental print • Spells some high frequency words
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writes one complete sentence. Use combination of phonetic and consonant‐ vowel‐consonant spelling
Kindergarten Curriculum Map picture.
Balanced Literacy: Reading Workshop Small Groups‐ Guided Reading Read Aloud Word Study Shared Reading
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sounds in words • directionality, top to bottom, left to right Draw picture of, use letters and words to write about your picture.
Big Ideas • Exploring the exciting world of books. Students begin feeling and acting like readers (approximate reading). • Workshop Routines • Partnerships and rountines • Readers read, think, and talk about emergent story books. California Reading Standards Spelling & Word Study Reading Revolution, Fletchers Place Reading and Spelling Unit: Concept of a word and of letters • First and last sounds • Letters names and features • Hearing and saying syllables • Using own names as a resource for learning other letters and word concepts. Concepts About Print 1.1 Identify the front cover, back cover, and title page of a book. 1.2 Follow words from left to right and from top to bottom on the printed page. 1.3 Understand that printed materials provide information. 1.4 Recognize that sentences in print are made up of separate words. 1.5 Distinguish letters from words. Comprehension and Analysis of Grade-LevelAppropriate Text 2.2 Use pictures and context to make predictions
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High frequency words • Segment sounds in words • Short phrases Writing makes sense
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Big Ideas • Teach to transfer print knowledge to reading. • Partners have lots of ways to help each othr read the words and think about the stories in our books. • Emergent story books • Readers use our voices, faces and gestures to read to make our books come alive • Readers read to discover all the aprts of their books and how they go together.
• Begin Spelling Program • word families and high frequency words Big Ideas: • Children go book shopping • Emphasis on guided reading • Readers get ourselves ready to read leveled books • Readers use the pattern to help figure out what the book is about. • Readers use the pattern to help us read with a smooth voice. • Cultivating a sense of independence in partnerships.
Structural Features of Informational Materials 2.1 Locate the title, table of contents, name of author, and name of
in writing.
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Comprehension and Analysis of Grade-LevelAppropriate Text 2.2 Use pictures and context to make predictions about story content. 2.3 Connect to life experiences the information and events in texts. 2.4 Retell familiar stories. 2.5 Ask and answer questions about essential elements of a text. Organization and Focus 1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events. 1.2 Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle). 1.3 Write by moving from left to right and from top to bottom.
Big Ideas: Readers notice when there is a tricky part and take action Readers read with purpose Partners help each other when we encounter tricky parts Readers have strategies for getting to know a character Readers perform their books to understand their characters better (readers theater) Narrative Analysis of Grade-Level-Appropriate Text 3.1 Distinguish fantasy from realistic text. 3.2 Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels). 3.3 Identify characters, settings, and important events. Organization and Focus 1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events. 1.2 Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle). 1.3 Write by moving from left to right and from top to bottom. Penmanship 1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters. Decoding and Word Recognition 1.14 Match all consonant and short-vowel sounds
Forms most letters correctly Spaces between words.
Non‐Fiction Big Idea: • Reading for real • Research: Developing a disciplined imagination • Making research real: developing plans, outlines, possibilities, harnessing that sense of vision and possibility Decoding and Word Recognition 1.14 Match all consonant and short-vowel sounds to appropriate letters. 1.15 Read simple one-syllable and highfrequency words (i.e., sight words). 1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).
Kindergarten Curriculum Map about story content. 2.3 Connect to life experiences the information and events in texts. 2.4 Retell familiar stories. 2.5 Ask and answer questions about essential elements of a text. Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels).
illustrator.
Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels). 3.3 Identify characters, settings, and important event
Penmanship 1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters. Decoding and Word Recognition 1.14 Match all consonant and short-vowel sounds to appropriate letters. 1.15 Read simple one-syllable and high-frequency words (i.e., sight words). 1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).
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to appropriate letters. 1.15 Read simple one-syllable and high-frequency words (i.e., sight words). 1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).
