Curriculum

Kindergarten

2008-2009

Kinder Home

Kindergarten Curriculum

The following is a list of our educational goals for our students. Please click on a content area to see the list of standards that we will be teaching in Kindergarten.

Mathematics Language Arts Science Social Studies

Language Arts

Reading
- Kindergarten
  - Standard 1. The student understands and uses different skills and strategies to read.
    
    1.1 Uses word recognition and word meaning skills to read and comprehend text
    - Is aware of print in the environment
    - Is aware that print conveys meaning
    - Uses pictures to predict text
    - Knows direction of print (left to right and top to bottom)
    - Knows what a letter is and what a word is
    - Knows letters and sounds and uses them to decode some words
    - Hears sound sequence in words (phonemic awareness)
    - Matches spoken and written word
  - 1.2 Builds vocabulary through reading
    - Learns "school" and directional language
    - Knows some high-frequency words by sight
    - Understands the meaning of new words by listening to reading of fiction and nonfiction
  - 1.3 Reads fluently, adjusting reading for purpose and material
    - Begins to read environmental print
    - Participates in group reading (shared, guided, buddy)
    - Revisits and memorizes favorite books
  - 1.4 Understands elements of literature
    - Recognizes rhyme, repetition, and story patterns
    - Identifies the sequence (beginning, middle, and end) of a story
    - Understands a story map based on story elements
    - Identifies book parts and text features: cover, title page
  - 1.5 Uses features of nonfiction text and computer software.
    - Identifies and understands text features:
    - Computer: keyboard, icon, mouse
    - Text: title, page number, caption, label, chart, author, and illustrator
  - Standard 2. The student understands the meaning of what is read.
    
    2.1 Comprehends important ideas and details
    - Retells what was read to him/her
    - Can answer questions about stories (fiction and nonfiction)
    - Connects text and personal experience
    - Predicts and/or confirms with evidence from text and guidance
  - 2.2 Expands comprehension by analyzing, interpreting, and synthesizing information and ideas
    - Predicts and supports with evidence from text with guidance
    - Understands that some text is true, and some is not
  - Standard 3. The student reads different materials for a variety of purposes.
    
    3.1 Reads to learn new information and
    3.2 Reads to perform a task
    - Explores or listens to a variety of nonfiction:
    - Instructions
    - Report
    - Nonfiction text: science, social studies, math, the arts, health and fitness
  - 3.3 Reads for literary experience in a variety of forms
    - Explores, listens to, or reads a variety of fiction:
      - Narrative (realistic, fantasy)
      - Verse (counting, rhyme, playground)
      - Letter (personal)
      - Journal/diary
      - Song
  - Standard 4. The student sets goals and evaluates progress to improve reading.
    
    4.1 Assesses strengths and need for improvement
    - Is beginning to see self as a reader
    - Assesses own progress in learning sounds, words, and retelling with teacher guidance
    - Talks about own reading
  - 4.2 Seeks and offers feedback to improve reading
    - Talks with teacher, parents, and peers about progress
  - 4.3 Develops interests and shares reading experiences
    - Self-selects texts on basis of interest or familiarity at appropriate level with guidance
Writing
- Kindergarten
  - Standard 1. The student writes clearly and effectively.
    
    1.1 Ideas and organization
    - Organization
      * Understands that writing has a beginning and an ending
  - 1.2 Style (voice, word choice, sentence fluency)
    - Sentence fluency
      * Uses literary language in dictation (e.g., "Once upon a time")
  - 1.3 Conventions (see also, Expected Conventions by Grade Level)
    - Writes own name
  - Standard 2. The student writes in a variety of forms for different audiences and purposes.
    
    2.1 Writes for different audiences
    - Writes for self, peers, teacher, family
  - 2.2 Writes for different purposes
    - expository: to inform, to explain, to observe
  - 2.3 Writes in a variety of forms
    - attempts a variety of forms including: sign, note or card, alphabet book, list, journal, story
  - Standard 3. The student understands and uses the steps of the writing process.
    (see also writing continuum)
    
    3.1 Prewrites
    - Uses pictures or discussion to plan writing
  - 3.2 Drafts
    - Uses own language, drawings, or symbols to create a rough draft
  - 3.3 Revises
    - Dictates text
  - 3.4 Edits
    - Checks for correct letter formation
  - 3.5 Publishes
    - Reads writing to others
  - Standard 4. The student analyzes and evaluates the effectiveness of written work.
    
    4.1 Assesses own strengths and need for improvement
    - Assesses progress and sets writing goals with teacher guidance
  - 4.2 Seeks and offers feedback
    　
Communication
- Kindergarten
  - Standard 1. The student uses listening and observation skills to gain understanding.
    
    1.1 Focuses attention
    - Focuses attention for periods of time (appropriate to age) and understands why this is important
  - 1.2 Listens and observes to gain and interpret information
    - Follows simple oral directions
  - 1.3 Checks for understanding by asking questions and paraphrasing
    - Relates own experience to what is being expressed
  - Standard 2. The student communicates ideas clearly and effectively
    
    2.1 Communicates clearly to a range of audiences for different purposes
    - Begins to use language for different purposes
  - 2.2 Develops content and ideas
    - Gives accurate information
  - 2.3 Uses effective delivery
    - Faces audience
  - 2.4 Uses effective language and style
    - Uses respectful language
  - 2.5 Effectively uses action, sound, and/or images to support presentations
    - Sometimes uses resources in presentations (e.g., objects, pictures)
  - Standard 3. The student uses communication strategies and skills to work effectively with others.
    
    3.1 Uses language to interact effectively and responsibly with others
    - Uses respectful language
  - 3.2 Works cooperatively as a member of a group
    - Expresses own ideas in group discussions and conversation
  - 3.3 Seeks agreement and solutions through discussion
    - Tries a solution
  - Standard 4. The student analyzes and evaluates the effectiveness of formal and informal communication.
    
    4.1 Assesses strengths and needs for improvement; assesses own and others' communication strengths and needs and sets goals for improvement
    - Uses established criteria to evaluate and set goals to improve one's own and others' presentations (e.g., one topic)
  - 4.2 Seeks and offers feedback; seeks and uses feedback to improve communication; offers suggestions and comments to others
    - Accepts and applies feedback on own presentations when appropriate
  - 4.3 Analyzes mass communication
    - Identifies topic

Mathematics

To learn more about our math program please click here -

Number Sense
- Kindergarten
  - Number Sense and Computation
    MNS Students understand concepts and apply skills, which develop number sense.
    
    MKNS1 Students understand the relationship between numbers and quantities.
    - 1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other.
    - 1.2 Count, recognize, represent, name, and order a number of objects (up to 30).
    - 1.3 Know that the larger numbers describe sets with more objects in them than the smaller numbers have.
    - 2.0 Students understand and describe simple additions and subtractions:
    - 2.1 Use concrete objects to determine the answers to addition and subtraction problems. (for two numbers that are each less than 10).
    - 3.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones and tens places:
    - 3.1 Recognize when an estimate is reasonable.
Algebra and Functions
- Kindergarten
  - Algebra and Functions
    MAF Students use concepts and patterns involved with developing algebraic thought.
    
    MKAF1 Students sort and classify objects.
    - 1.1 Identify, sort, and classify objects by attribute and identify objects that do not belong to a particular group.
Measurement and Geometry
- Kindergarten
  - Measurement and Geometry
    MMG Students understand and apply measurement and geometric concepts.
    
    MKMG1 Students understand the concept of time and units to measure it; they understand that objects have properties, such as length, weight, and capacity, and that comparisons may be made by referring to those properties.
    - 1.1 Compare the length, weight, and capacity of objects by making direct comparisons with reference objects.
    - 1.2 Demonstrate an understanding of concepts of time (e.g., morning, afternoon, evening, today, yesterday, tomorrow, week, year) and tools that measure time.
    - 1.3 Name the days of the week.
    - 1.4 Identify the time (to the nearest hour) of everyday events.
  - MKMG2 Students identify common objects in their environment and describe the geometric features.
    - 2.1 Identify and describe common geometric objects (e.g., circle, triangle, square, rectangle, cube, sphere, cone).
    - 2.2 Compare familiar plane and solid objects by common attributes (e.g., position, shape, size, roundness, number of corners).
Statistics, Analysis & Probability
- Kindergarten
  - Statistics, Data Analysis and Probability
    MSP Students apply concepts of statistics, data analysis and probability.
    
    MKSDAP1 Students collect information about objects and events in their environment.
    - 1.1 Pose information questions; collect data; and record the results using objects, pictures, and picture graphs.
    - 1.2 Identify, describe, and extend simple patterns (such as circles or triangles) by referring to their shapes, sizes, or colors
Mathematical Reasoning
- Kindergarten
  - Mathematical Reasoning and Application
    MMR Students develop mathematical reasoning and understand the nature and uses of math.
    
    MKMR1 Students make decisions about how to set up a problem.
    - 1.1 Determine the approach, materials, and strategies to be used.
    - 1.2 Use tools and strategies, such as manipulatives or sketches, to model problems.
    - 2.0 Students solve problems in reasonable ways and justify their reasoning:
    - 2.1 Explain the reasoning used with concrete objects and/or pictorial representations.
    - 2.2 Make precise calculations and check the validity of the results in the context of the problem.

Science

PHYSICAL SCIENCES
- CA: Kindergarten
  - 1. Properties of materials can be observed, measured, and predicted. As a basis for understanding this concept:
    - a. 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).
    - b. 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.
    - c. Students know water left in an open container evaporates (goes into the air) but water in a closed container does not.
LIFE SCIENCES
- CA: Kindergarten
  - 2. Different types of plants and animals inhabit the earth. As a basis for understanding this concept:
    - a. 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).
    - b. Students know stories sometimes give plants and animals attributes they do not really have.
    - c. Students know how to identify major structures of common plants and animals (e. g., stems, leaves, roots, arms, wings, legs)
EARTH SCIENCES
- CA: Kindergarten
  - 3. Earth is composed of land, air, and water. As a basis for understanding this concept:
    - a. Students know characteristics of mountains, rivers, oceans, valleys, deserts, and local landforms.
    - b. Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants.
    - c. Students know how to identify resources from Earth that are used in everyday life and understand that many resources can be conserved.

INVESTIGATION AND EXPERIMENTATION
- CA: Kindergarten
  - 4. 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:
    - a. Observe common objects by using the five senses.
    - b. Describe the properties of common objects.
    - c. Describe the relative position of objects by using one reference (e. g., above or below).
    - d. Compare and sort common objects by one physical attribute (e. g., color, shape, texture, size, weight).
    - e. Communicate observations orally and through drawings.

Social Studies

Civics
- Early Elementary
  - Government
    SSC1: Examine the structure and purposes of governments with specific emphasis on constitutional democracy.
    - 1. Students will understand that leaders are sometimes chosen by election, and that elected officials are expected to represent the interests of the people who elect them.
    - 2. Students will understand that positions of authority, whether elected, appointed, or familial, carry responsibilities and should be respected.
  - Politics
    SSC2: Understand the principles and ideals underlying global political systems.
    - Students will understand that rules and consequences are necessary elements of a functional society.
  - Citizenship
    SSC3: Understand the rights, privileges, responsibilities and obligations of citizenship and the obstacles to them.
    - 1. Students understand that all citizens have distinct rights, privileges and responsibilities within a community.
    - 2 Students will understand that respect for others, their opinions, and their property is a foundation of a civil society.
  - World Affairs
    SSC5: Understand how the world is organized politically and the role government bodies play in the international arena.
    - 1. Distinguish between events in this country and events abroad.
    - 2. Recognize that events in other countries may have global impact.
Geography
- Early Elementary
  - People, Places and Cultures
    SSG1: Describe, compare, and explain the locations and characteristics of places, cultures, and settlements.
    - 1. Describe the human characteristics of places and explain some basic causes for those characteristics
    - 2. Describe the natural characteristics of places and explain some basic causes for those characteristics.
  - Regions, Patterns and Processes
    SSG2: Describe and compare the human and physical characteristics of countries, world regions, and explain the processes that created them.
    - 1. Identify regions in their immediate environment and describe their characteristics and boundaries.
    - 2. Compare their community and region with other communities and regions.
    - 3. Describe changes in a region over time.
  - Location, Movement and Connections
    SSG3: Describe, compare, and explain the locations, characteristics and interrelationships of economic and political activities, migration and information flow.
    - 1. Identify locations of significance in their immediate environment and explain reasons for their location.
    - 2. Identify people and places in other locations and their importance to the community.
    - 3. Identify people, goods, services and ideas in their local community, which have come from other places and describe how and why they moved.
  - Human/Environment Interaction
    SSG4: Understand how physical and human environments interact.
    - 1. Describe how people use the environment to meet human needs and wants.
    - 2. Describe the ways in which their environment has been changed by people, and the ways their lives are affected by the environment.
    - 3. Suggest ways the people can help improve their environment.
  - Global Issues and Events
    SSG5: Describe and explain the causes, consequences, and geographic context of major global issues and events.
    - 1. Locate and describe major world events that are having an impact on their community and explain why they are important.
History
- Early Elementary
  - Chronology and Sequence
    SSKH1: Students will understand the chronological order of historical events and recognize the complexity of historical cause and effect, including the interaction of forces from different spheres of human activity, the importance of ideas, and of individual choices, actions, and character.
    - 1. Put events in temporal order (eg, use the calendar, timelines showing order and relations of people and events)
    - 2. Identify people, events and times
    - 3. Use common vocabulary associated with the passage of time
    - 4. Recognize the relationship between events
  - Comprehension and Analysis
    SSKH2: Students will develop an understanding of history by comprehending the meaning, implication, importance, contingency and unpredictability of events.
    - 1. Find out about the past using different sources of information (eg. letters, photographs, personal accounts).
    - 2. Understand that people often have good evidence for predicting the outcome of their actions, but that actions can also have unintended consequences.
  - Synthesis and Application
    SSKH3: Students will reconstruct the past by comparing interpretations/perspectives of historical information to reach their own conclusions.
    - 1. Use a variety of records to construct a narrative about their personal or family histories.
  - Interpretation and Evaluation
    SSKH4: Students will evaluate theories, ideas, decisions and long-term consequences by assessing their implications in the past and for today.
    - 1. Recall situations and choices made in the past that have consequences in the present.
      2. Evaluate decisions made by others as reported in stories about the past.

Economics
- Early Elementary
  - Individual and Household Choices
    SSE1: Describe and demonstrate how the economic forces of scarcity and choice affect the management of personal financial resources, shape consumer decisions regarding the purchase, use, and disposal of goods and services and affect the economic well-being of individuals and society.
    - 1. Identify ways families produce and consume goods and services.
    - 2. List ways that individuals can conserve limited resources.
  - Business Choices
    SSE2: Explain and demonstrate how businesses manage scarcity and choice when organizing, producing and using resources to supply a market.
    - 1. Connect economic needs with businesses that meet them.
    - 2. Select a particular good or service and describe the types of resources necessary to produce and distribute it.
  - Economic Systems
    SSE4: Explain how a free market economic system works, as well as other economic systems, to coordinate and facilitate the exchange, production, distribution, and consumption of goods and services.
    - 1. Identify examples of markets they experience in their daily life.
    - 2. Distinguish between producers and consumers in a market economy.
    - 3. Describe how choices they make impact business decisions.
  - Trade
    SSE5: Describe how trade generates economic development and interdependence and analyze the resulting challenges and benefits for individual, producers and government.
    - 1. Understand that in an exchange people trade goods and services for other goods and services, or for money.