Kinder+Curriculum

= = = EA Kindergarten Curriculum =

__ LANGUAGE ARTS __ Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students know about letters, words, and sounds. They apply this knowledge to read simple sentences. // 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. 1.6 Recognize and name all uppercase and lowercase letters of the alphabet. // Phonemic Awareness // 1.7 Track (move sequentially from sound to sound) and represent the number, sameness/difference, and order of two and three isolated phonemes [e.g., // /f, s, th/, /j, d, j/ // ]. 1.8 Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant). 1.9 Blend vowel-consonant sounds orally to make words or syllables. 1.10 Identify and produce rhyming words in response to an oral prompt. 1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds. 1.12 Track auditorily each word in a sentence and each syllable in a word. 1.13 Count the number of sounds in syllables and syllables in words.

// 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). // Vocabulary and Concept Development // 1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods). 1.18 Describe common objects and events in both general and specific language. 2.0 Reading Comprehension Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, comparing new information to what is already known). The selections in // Recommended Literature, Kindergarten Through Grade Twelve // (California Department of Education, 2002) illustrate the quality and complexity of the materials to be read by students. // Structural Features of Informational Materials // 2.1 Locate the title, table of contents, name of author, and name of illustrator. // Comprehension and Analysis of Grade-Level-Appropriate 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. 3.0 Literary Response and Analysis Students listen and respond to stories based on well-known characters, themes, plots, and settings. The selections in // Recommended Literature, Kindergarten Through Grade Twelve // illustrate the quality and complexity of the materials to be read by students. // 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. Writing 1.0 Writing Strategies Students write words and brief sentences that are legible. // 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. Written and Oral English Language Conventions The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. 1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions. // Sentence Structure // 1.1 Recognize and use complete, coherent sentences when speaking. // Spelling // 1.2 Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of letter names. Listening and Speaking 1.0 Listening and Speaking Strategies Students listen and respond to oral communication. They speak in clear and coherent sentences. // Comprehension // 1.1 Understand and follow one-and two-step oral directions. 1.2 Share information and ideas, speaking audibly in complete, coherent sentences. 2.0 Speaking Applications (Genres and Their Characteristics) Students deliver brief recitations and oral presentations about familiar experiences or interests, demonstrating command of the organization and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the listening and speaking strategies of kindergarten outlined in Listening and Speaking Standard 1.0, students: 2.1 Describe people, places, things (e.g., size, color, shape), locations, and actions. 2.2 Recite short poems, rhymes, and songs. 2.3 Relate an experience or creative story in a logical sequence. MATHEMATICS Description: MKD1 Students will pose questions, collect data, organize, and record results using objects, pictures, and picture graphs. Elements: [|MKG1] Grade: KK  Description: MKG1 Students will correctly name simple two and three dimensional figures, and recognize them in the environment. Elements: a. Recognize and name the following basic two-dimensional figures: triangles, quadrilaterals (rectangles, squares), and circles. b. Recognize and name the following three-dimensional figures: spheres and cubes. c. Observe concrete objects in the environment and represent the objects using basic shapes. d. Combine basic shapes to form other basic and complex figures into basic figures; decompose basic and complex figures into basic shapes. e. Compare geometric shapes and identify similarities and differences of the following two and three-dimensional shapes: triangles, rectangles, squares, circles, spheres, and cubes. [|MKG2] Grade: KK  Description: MKG2 Students will understand basic spatial relationships. Elements: a. Identify when an object is beside another object, above another object, or below another object. b. Identify when an object is in front of another object, behind another object, inside another object, or outside it. [|MKG3] Grade: KK  Description: MKG3 Students will identify, create, extend, and transfer patterns from one representation to another using actions, objects, and geometric shapes. Elements: a. Identify a missing shape within a given pattern. b. Extend a given pattern, and recognize similarities in different patterns. c. Create a pattern in a different context wtih attributes similar to a given pattern. [|MKM1] Grade: KK  Description: MKM1 Students will group objects according to common properties such as longer/shorter, more/less, taller/shorter, and heavier/lighter. Elements: a. Compare and order objects on the basis of length. b. Compare and order objects on the basis of capacity. c. Compare and order objects on the basis of height. d. Compare and order objects on the basis of weight. [|MKM2] Grade: KK  Description: MKM2 Students will understand the measurement of calendar time. Elements: a. Know the names of the days of the week, as well as understand yesterday, today, and tomorrow. b. Know the months of the year. c. Know the four seasons. [|MKM3] Grade: KK  Description: MKM3 Students will tell time as it relates to a daily schedule. Elements: a. Order daily events. b. Tell the time when daily events occur, such as morning, afternoon, and night. c. Know the name of the day of the week when weekly events occur in class. [|MKN1] Grade: KK  Description: MKN1 Students will connect numerals to the quantities they represent. Elements: a. Count a number of objects up to 50. b. Produce models for number words through ten. c. Write numerals through 20 to label sets. d. Sequence and identify using ordinal numbers (1st-10th). e. Compare two or more sets of objects (1-10) and identify which set is equal to, more than, or less than the other. f. Estimate quantities using five and ten as a benchmark. (e.g., 9 is one five and four more. It is closer to two fives or one 10 than it is to one five.). g. Use informal strategies to share objects equally (divide) between two to three people or sets. h. Identify coins by name and value (penny, nickel, dime, and quarter). i. Count out pennies to buy items that together cost less than 30 cents. j. Make fair trades involving combinations of pennies and nickels or pennies and dimes.

[|MKN2] Grade: KK  Description: MKN2 Students will use representations to model addition and subtraction. Elements: a. Use counting strategies to find out how many items are in two sets when they are combined, separated, or compared. b. Build number combinations up to 10 (e.g., 4 and 1, 2 and 3, 3 and 2, 4 and 1 for five) and for doubles to 10 (3 and 3 for six). c. Use objects, pictures, numbers, or words to create, solve, and explain story problems (combining, separating, or comparing) for two numbers that are each less than 10. [|MKP1] Grade: KK  Description: MKP1 Students will solve problems (using appropriate technology). Elements: a. Build new mathematical knowledge through problem solving. b. Solve problems that arise in mathematics and in other contexts. c. Apply and adapt a variety of appropriate strategies to solve problems. d. Monitor and reflect on the process of mathematical problem solving. [|MKP2] Grade: KK  Description: MKP2 Students will reason and evaluate mathematical arguments. Elements: a. Recognize reasoning and proof as fundamental aspects of mathematics. b. Make and investigate mathematical conjectures. c. Develop and evaluate mathematical arguments and proofs. d. Select and use various types of reasoning and methods of proof. [|MKP3] Grade: KK  Description: MKP3 Students will communicate mathematically. Elements: a. Organize and consolidate their mathematical thinking through communication. b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. c. Analyze and evaluate the mathematical thinking and strategies of others. d. Use the language of mathematics to express mathematical ideas precisely.

[|MKP4] Grade: KK  Description: MKP4. Students will make connections among mathematical ideas and to other disciplines. Elements: a. Recognize and use connections among mathematical ideas. b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c. Recognize and apply mathematics in contexts outside of mathematics. [|MKP5] Grade: KK  Description: MKP5 Students will represent mathematics in multiple ways. Elements: a. Create and use representations to organize, record, and communicate mathematical ideas. b. Select, apply, and translate among mathematical representations to solve problems. c. Use representations to model and interpret physical, social, and mathematical phenomena.

SCIENCE Physical Sciences Life Sciences Earth Sciences Investigation and Experimentation
 * 1) Properties of materials can be observed, measured, and predicted. As a basis for understanding this concept:
 * 2) Students know objects can be described in terms of the materials they are made of (e.g., clay, cloth, paper) and their physical properties (e.g., color, size, shape, weight, texture, flexibility, attraction to magnets, floating, sinking).
 * 3) Students know water can be a liquid or a solid and can be made to change back and forth from one form to the other.
 * 4) Students know water left in an open container evaporates (goes into the air) but water in a closed container does not.
 * 1) Different types of plants and animals inhabit the earth. As a basis for understanding this concept:
 * 2) Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects).
 * 3) Students know stories sometimes give plants and animals attributes they do not really have.
 * 4) Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs).
 * 1) Earth is composed of land, air, and water. As a basis for understanding this concept:
 * 2) Students know characteristics of mountains, rivers, oceans, valleys, deserts, and local landforms.
 * 3) Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants.
 * 4) Students know how to identify resources from Earth that are used in everyday life and understand that many resources can be conserved.
 * 1) Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
 * 2) Observe common objects by using the five senses.
 * 3) Describe the properties of common objects.
 * 4) Describe the relative position of objects by using one reference (e.g., above or below).
 * 5) Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight).
 * 6) Communicate observations orally and through drawings.

SOCIAL STUDIES [|SSKCG1] Grade: KK  Description: SSKCG1 The student will demonstrate an understanding of good citizenship. Elements: a. Explain how rules are made and why. b. Explain why rules should be followed. [|SSKCG2] Grade: KK  Description: SSKCG2 The student will retell stories that illustrate positive character traits and will explain how the people in the stories show the qualities of honesty, patriotism, loyalty, courtesy, respect, truth, pride, self-control, moderation, and accomplishment. Elements: <span style="font-family: Verdana; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">[|SSKE1] Grade: KK  Description: The student will describe the work that people do (police officer, fire fighter, soldier, mail carrier, baker, farmer, doctor, and teacher). Elements: <span style="font-family: Verdana; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">[|SSKE2] Grade: KK  Description: SSKE2 The student will explain that people earn income by exchanging their human resources (physical or mental work) for wages or salaries. Elements: <span style="font-family: Verdana; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">[|SSKE3] Grade: KK  Description: SSKE3 The student will explain how money is used to purchase goods and services. Elements: a. Distinguish //goods// from //services//. b. Identify various forms of Venezuelan (coins, currency).

<span style="font-family: Verdana; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">[|SSKE4] Grade: KK  Description: SSKE4 The student will explain that people must make choices because they cannot have everything they want. Elements: <span style="font-family: Verdana; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">[|SSKG1] Grade: KK  Description: SSKG1 The student will describe Venezuelan culture by explaining diverse community and family celebrations and customs. Elements: <span style="font-family: Verdana; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">[|SSKG2] Grade: KK  Description: SSKG2 The student will explain that a map is a drawing of a place and a globe is a model of the Earth. Elements: a. Differentiate land and water features on simple maps and globes. b. Explain that maps and globes show a view from above. c. Explain that maps and globes show features in a smaller size. <span style="font-family: Verdana; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">[|SSKG3] Grade: KK  Description: SSKG3 The student will state the street address, city, county, state, nation, and continent in which he or she lives. Elements: <span style="font-family: Verdana; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">[|SSKH1] Grade: KK  Description: SSKH1 The student will identify the purpose of national holidays and describe the people or events celebrated. Elements: Holiday || 2009 || 2010 || New Year's Day || JAN 01 || JAN 01 || Mardi Gras - Shrove Tuesday - Christian || FEB 24 || FEB 16 || Maundy (Holy) Thursday - Christian || APR 09 || APR 01 || Good Friday (Easter) - Christian || APR 10 || APR 02 || Venezuela - Declaration of Independence || APR 19 || APR 19 || May Day / Labor Day || MAY 01 || MAY 01 || // Día de la Resistencia Indígena // Battle of Carabobo || OCT 12, 13 JUN 24 || JUN 24 || Venezuela - Independence Day || JUL 05 || JUL 05 || Venezuela - Bolívars Birthday || JUL 24 || JUL 24 || Columbus Day - USA || OCT 12 || OCT 11 || Christmas - Christian || DEC 25 || DEC 25 || <span style="font-family: Verdana; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">[|SSKH2] Grade: KK  Description: SSKH2 The student will identify important Venezuelan symbols and explain their meaning. Elements: <span style="color: black; font-family: Arial; font-size: 8pt; mso-fareast-font-family: 'Times New Roman';">The national and state flags b. The Turpial (national bird) c. The Orchid (national flower) d. National monunents (http://people.csail.mit.edu/amedina/parks.html) e. Washington Monument f. Palacio de Miraflores (Miraflores Palace) presidential workplace g. National Athem: Glory to the Brave People h. <span style="color: black; font-family: Arial; font-size: 8pt; mso-fareast-font-family: 'Times New Roman';">( [] ); http://www.123independenceday.com/venezuela/national-symbols.html <span style="font-family: Verdana; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt;">[|SSKH3] Grade: KK  Description: SSKH3 The student will correctly use words and phrases related to chronology and time to explain how things change. Elements: a. Now, long ago b. Before, after c. Morning, afternoon, night d. Today, tomorrow, yesterday e. First, last, next f. Day, week, month, year g. Past, present, future <span style="font-family: Arial; font-size: 14pt; mso-ansi-language: EN-US; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;"> <span style="font-family: Arial; font-size: 14pt; mso-ansi-language: EN-US; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">