Date 9_30 Monday

9:05-9:30 9:30-10:10

Daily Lesson Plans Literacy Stations/ Breakfast (9:35 finish breakfast)

Writing (Morning Message)Writing (Morning Message)Writing (Morning Message) "U" & "V" for morning work, Hunting for "Xx" Method *b. Recognize and name ending marks/ punctuation Ak. GLE Introduce may-do's? Notes 10:10-10:20 Calendar
10:20-10:40

Writing/Penmanship

Method Ak. GLE Notes

10:45-11:25 11:25-11:40

Letters "W" & "X" *a. Print upper and lower case letters Chalk boards

Specials ( Library, P.E., Music ) Language Games/ Alphabet/ Word building Method Ak. GLE Notes
The letter P, 2-3 *d. Recognize and name all upper- and lowercase letters of the alphabet.

11:40-11:50 11:55-12:20 12:20-12:40 12:45-1:25

Literacy Stations Lunch Recess Math Method Ak. GLE Materials Notes
1-24, make a class graph, story problems Number line & graph title Discuss scenes of 1 self portraits

KCC4 Understand the relationship between numbers and quantities; connect counting to cardinality; a. When counting obj

1:25-1:35

Reading (self-selected and partner reading) Method

book boxes

1:35-2:00 2:00-2:15 2:15-2:35 2:35-2:45

2:45-3:00

3:00-3:30

3:30-3:45 3:45

Learning Centers Rest and Read (Read Aloud and snack) Rest and Read (Read Aloud and snack) Recess Writing (Journals) Journals Method *1. Draw, tell and write how they feel about a given topic Ak. GLE Notes Shared Read Method Humpty Dumpty Ak. GLE Notes Team Builders Team project/names Method Materials Notes Cumulative Review/ read aloud Drop-offs to gym and Walk out to busses

Date __Tuesday Date __Tuesday Date __Tuesday

Writing (Morning Message)Writing (Morning Message)Writing (Morning Message) "W" &"X" Morning work, Hunting for "Yy" Method c. Connect words to real life Ak. GLE Notes 10:10-10:20 Calendar
10:20-10:40 9:05-9:30 9:30-10:10

Daily Lesson Plans Literacy Stations/ Breakfast (9:35 finish breakfast)

Writing/Penmanship

Method Ak. GLE Notes

10:45-11:25 11:25-11:40

Letters "Y" & "Z" *a. Print upper and lower case letters

Specials ( Library, P.E., Music ) Language Games/ Alphabet/ Word building Method Ak. GLE Notes
The letter "Qq", 2-4, *d. Recognize and name all upper- and lowercase letters of the alphabet.

11:40-11:50 11:55-12:20 12:20-12:40 12:45-1:25

Literacy Stations Lunch Recess Math Method Ak. GLE Materials Notes
1-25, use mathematical process KG2 Name shapes regardless of their orientation or overall size.

1:25-1:35

Reading (self-selected and partner reading) Method

book boxes

1:35-2:00 2:00-2:15 2:15-2:35 2:35-2:45

2:45-3:00

3:00-3:30

Learning Centers Rest and Read (Read Aloud and snack) Rest and Read (Read Aloud and snack) Recess Writing (Predictable Chart) New chart-write half of sentences Method *f. Produce and expand complete sentences in shared language activities. Ak. GLE Notes Shared Reading Humpty Dumpty Method Ak. GLE Notes Social Studies Mrs. Barb Method Materials Notes

3:30-3:45 3:45

Cumulative Review/ read aloud Drop-offs to gym and Walk out to busses

Date __Wednesday Date __Wednesday Date __Wednesday

Writing (Morning Message)Writing (Morning Message)Writing (Morning Message) Hunt for "Zz" Method *a. Know when to capitalize ( a sentence, the first letter of the students name, and the Ak. GLE pronoun I) Notes 10:10-10:20 Calendar
10:20-10:40 9:05-9:30 9:30-10:10

Daily Lesson Plans Literacy Stations/ Breakfast (9:35 finish breakfast)

Writing/Penmanship

Method Ak. GLE Notes

10:45-11:25 11:25-11:40

Letter "C" *a. Print upper and lower case letters

Specials ( Library, P.E., Music ) Language Games/ Alphabet/ Word building Method Ak. GLE Notes
Letter "R", 2-5, *d. Recognize and name all upper- and lowercase letters of the alphabet.

11:40-11:50 11:55-12:20 12:20-12:40 12:45-1:25

Literacy Stations Lunch Recess Math

1:25-1:35 1:35-2:00 2:00-2:15 2:15-2:35 2:35-2:45

2:45-3:00

3:00-3:30

2-1, find numbers 1-10, neighborhood scene Method Ak. GLE KCC4 Understand the relationship between numbers and quantities; connect counting to cardinality; a. When counti Materials Introduce quick practice routines Notes Reading (self-selected and partner reading) book boxes Method Learning Centers Rest and Read (Read Aloud and snack) Rest and Read (Read Aloud and snack) Recess Writing (Predictable Chart) Finish dictating sentences Method Ak. GLE Notes Shared Read Hey Diddle Diddle Method Ak. GLE Notes Science Collect Leaves Method Materials Notes

3:30-3:45 3:45

Cumulative Review/ read aloud Drop-offs to gym and Walk out to busses

Date __Thursday Date __Thursday Date __Thursday

Writing (Morning Message)Writing (Morning Message)Writing (Morning Message) Students write popcorn words Method Ak. GLE Notes 10:10-10:20 Calendar
10:20-10:40 9:05-9:30 9:30-10:10

Daily Lesson Plans Literacy Stations/ Breakfast (9:35 finish breakfast)

Writing/Penmanship

Method Ak. GLE Notes

10:45-11:25 11:25-11:40

Letters "O" & "Q" *a. Print upper and lower case letters

Specials ( Library, P.E., Music ) Language Games/ Alphabet/ Word building Method Ak. GLE Notes
Letter "Ss", 2-6, *d. Recognize and name all upper- and lowercase letters of the alphabet.

11:40-11:50 11:55-12:20 12:20-12:40 12:45-1:25

Literacy Stations Lunch Recess Math Method Ak. GLE Materials Notes

2-2, Relate Objects & Numbers 6-10, KCC4 Understand the relationship between numbers and quantities; connect counting to cardinality; a. When count

1:25-1:35

Reading (self-selected and partner reading) Method

book boxes

1:35-2:00 2:00-2:15 2:15-2:35 2:35-2:45

2:45-3:00

3:00-3:30

Learning Centers Rest and Read (Read Aloud and snack) Rest and Read (Read Aloud and snack) Recess Writing (Journals) Journals Method Ak. GLE *1. Share in conversation with anybody about Kindergarten topics Notes Shared Read Hey Diddle Diddle -Puppets Method Ak. GLE Notes Class Builder Follow the Leader Method Materials Notes

3:30-3:45 3:45

Cumulative Review/ read aloud Drop-offs to gym and Walk out to busses

Date __Friday Date __Friday Date __Friday

Writing (Morning Message)Writing (Morning Message)Writing (Morning Message) Method Ak. GLE *1. Share in conversation with anybody about Kindergarten topics Notes 10:10-10:20 Calendar
10:20-10:40 9:05-9:30 9:30-10:10

Daily Lesson Plans Literacy Stations/ Breakfast (9:35 finish breakfast)

Writing/ Penmanship

Method Ak. GLE Notes

10:45-11:25 11:25-11:40

Letter "G" and Review *a. Print upper and lower case letters

Specials ( Library, P.E., Music ) Language Games/ Alphabet/ Word building Method Ak. GLE Notes
Letter "Tt" 2-7, *d. Recognize and name all upper- and lowercase letters of the alphabet.

11:40-11:50 11:55-12:20 12:20-12:40 12:45-1:25

Literacy Stations Lunch Recess Math

1:25-1:35 1:35-2:00 2:00-2:15 2:15-2:35 2:35-2:45

2:45-3:00

3:00-3:30

2-3, Family Math Stories Method Ak. GLE KCC5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array or Materials Notes Reading (self-selected and partner reading) book boxes Method Learning Centers Rest and Read (Read Aloud and snack) Rest and Read (Read Aloud and snack) Recess Writing (Predictable Chart) Touch Read - Half of sentences Method Ak. GLE *6. Speaks clearly and in complete sentences Notes Interactive Chart Humpty Dumpty Interactive Chart Method Ak. GLE Notes Art Leaves Method Materials Notes

3:30-3:45 3:45

Cumulative Review/ read aloud Drop-offs to gym and Walk out to busses

Daily Schedule
9:05-9:30 9:30-10:10

Literacy Stations/ Breakfast (9:35 finish breakfast)

Writing (Morning Message) and GTKYWriting (Morning Message) and GTKY Specials (Music, Library, P.E. ) Calendar Language Games/ Alphabet/ Word building Lunch Recess Math Book Boxes (self-selected reading) Learning Centers Snack Writing (predictable chart ) Writing (penmanship) Social Studies/ Science/ Class & Team Builders Cumulative Review/ read aloud Drop-offs to gym and Walk out to busses

10:10-10:55 10:55-11:05 11:05-11:40

11:45 12:10 12:30

1:10 1:30 2:15 2:25 2:45 3:00 3:30 3:45

Kindergartners: Literature
Key Ideas and Details L.1. With prompting and support, ask and answer questions about a literary text using key details from the text.L.1. With prompting and support, ask and answer questions about a literary text using key details from the text.

L.2. With prompting and support, retell familiar stories, using key details. L.2. With prompting and support, retell familiar stories, using key details.

L.3. With prompting and support, identify characters, settings, major events, and problem-solution in a story, song, or poem. L.3. With prompting and support, identify characters, settings, major events, and problem-solution in a story, song, or poem. Craft and Structure L.4. Ask and answer questions about unknown words in a text. L.4.
Ask and answer questions about unknown words in a text.

L.5. Identify common types of texts (e.g., picture books, stories,

poems, songs). L.5. Identify common types of texts (e.g., picture books, stories, poems, songs).

L.6. With prompting and support, name the author and illustrator of
a story and describe the role of each in telling the story. L.6. With prompting and support, name the author and illustrator of a story and describe the role of each in telling the story.

Integration of Knowledge and Ideas L.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) or use illustrations to tell or retell a story.L.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) or use illustrations to tell or retell a story. L.8. (Not applicable to literature) L.8. (Not applicable to literature)

L.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. L.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Range of Reading and Level of Complexity L.10. Actively engage in shared reading activities using literature from a variety of cultures with purpose and understanding, and scaffolding as needed.L.10. Actively engage in shared reading activities using literature from a variety of cultures with purpose and understanding, and scaffolding as needed.

Reading Standards for Informational Text

Key Ideas and Details IT.1. With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text. IT. 2. With prompting and support, identify the main topic and retell key details of a text. IT. 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure IT. 4. With prompting and support, ask and answer questions about unknown words in a text. IT. 5. Identify the front cover, back cover, and title page of a book. IT. 6. Name the author and illustrator of a text and describe the role of each in presenting the ideas or information in a text.

Integration of Knowledge and Ideas IT. 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). IT. 8. With prompting and support, identify the opinions an author states in a text. IT. 9. With prompting and support, identify basic similarities in and differences between information presented in two texts on the same topic (e.g., compare two photos or diagrams, compare two animal babies). Range of Reading and Level of Text Complexity IT. 10. Actively engage in shared reading activities using a range of topics and texts with purpose and understanding,

Foundational Skills
Print Concepts FS. 1. Demonstrate understanding of the organization and basic features of print. FS.a. Follow words from left to right, top to bottom, and pageby-page. FS. b. Recognize that spoken words are represented in written language by specific sequences of letters. FS. c. Understand that words are separated by spaces in print. FS. d. Recognize and name all upper- and lowercase letters of the alphabet. Phonological Awareness FS. 2. Demonstrate understanding of spoken `words, syllables, and sounds (phonemes). FS. a. Recognize and produce rhyming words. FS. b. Count, pronounce, blend, and segment syllables in spoken words. FS. c. Blend and segment onsets and rimes of singlesyllable spoken words. FS. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonantvowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) FS. e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

FS. *Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word. Phonics and Word Recognition FS. 3. Know and apply grade-level phonics and word analysis skills in decoding words. FS. a. Demonstrate basic knowledge of one-to-one lettersound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. FS. b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. FS. c. Read common high-frequency words by sight. (e.g., the , of , to , you , she , my , is , are , do , does ). FS. d. Distinguish between similarly spelled words by Fluency FS. 4. Read emergent-reader texts with purpose and understanding.

Writing Standards
Text Types and Purposes W. 1. Use a combination of drawing, dictating, and writing to state an opinion or a preference about a topic or part of a book (e.g., I like dogs better than cats because; My favorite part of the story is when...; I think it was funny when). W. 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. 3. Use a combination of drawing, dictating, and writing to narrate a real or imagined event or several loosely linked events, tell about the events in the order in which they occurred, and provide an ending (how the problem was solved) or a reaction (e.g., a feeling) to what happened. Production and Distribution of Writing W.4. (Begins in grade 3.) W. 5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W. 6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Research to Build and Present Knowledge W. 7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and combine or summarize information/facts learned or express opinions about them). W. 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W. 9. (Begins in grade 4) Range of Writing W. 10. (Begins in grade 3)

Speaking and Listening Standards

Comprehension and Collaboration SL. 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL. b. Continue a conversation through multiple exchanges. SL. 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. 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas SL. 4. Describe familiar people, places, things, and events, and with prompting and support, provide additional related details. SL. 5. Add drawings or other visual displays to descriptions as desired to provide additional details. SL. 6. Speak audibly and express thoughts, feelings, and ideas clearly in complete sentences when appropriate to task and situation.

Language Standards
Conventions of Standard English La.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.La.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. La. a. Print many upper- and lowercase letters.

La. b. Use frequently occurring nouns and verbs. La. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog , dogs ; wish , wishes ).La. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog , dogs ; wish , wishes ). La. d. Understand and use question words (interrogatives) (e.g., who , what , where , when , why , how ).La. d. Understand and use question words (interrogatives) (e.g., who , what , where , when , why , how ). La. e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with ).La. e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with ). La. f. Produce and expand complete sentences in shared language activities. La. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.La. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. La. a. Capitalize the first word in a sentence, the first letter of the students name, and the pronoun I .La. a. Capitalize the first word in a sentence, the first letter of the students name, and the pronoun I . La. b. Recognize and name end punctuation. La. c. Write a letter or letters for most consonant and shortvowel sounds (phonemes). La. d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Knowledge of Language La. 3. (Begins in grade 2)La. 3. (Begins in grade 2) Vocabulary Acquisition and Use La. 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. La. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck ). La. b. Use the most frequently occurring inflections and affixes (e.g., -ed , -s , re -, un -, pre -, -ful , -less ) as a clue to the meaning of an unknown word. La. 5. With guidance and support from adults, explore word relationships and nuances in word meanings. La. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

La. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). La. c. Identify real-life connections between words and their use (e.g., note places at school that are colorful ). La. d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk , march , strut , prance ) by acting out the meanings. La. 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Literature 1-3 Retell and discuss with important details *4. Discuss new vocabulary

*5. Identify types of fiction (picture books, stories, songs)

6. Describe the role of authors and illustrators

7. Picture walk 8. (Not applicable to literature) 9. Text to text connections *10. Exposing them to a variety of nonfiction text *a. Follow words from left to right, top to bottom, and page-by-page. *b. Recognize that spoken words are represented in written language by specific sequences of letters.

*c. Understand that words are separated by spaces in print. *d. Recognize and name all upper- and lowercase letters of the alphabet.

*a. hear and make rhyming words

*b. Count, pronounce, blend, and segment syllables in spoken words. *c. Blend and segment onsets and rimes of singlesyllable spoken words. *d. Give beginning, middle, and ending sounds in a CVC word *e. Add or change sounds in a word to make a new word

*3. Using sounds to decode words

*a. Knows and using letter sounds *b. Know long and short vowel sounds

*c. Reads popcorn words

*d. Can tell how similar words are different

4. Read leveled books with understanding

Speaking and Listening Standards

Comprehension and Collaboration *1. Share in conversation with anybody about Kindergarten topics *a. Follow agreed-upon rules for discussion

*b. Continue a conversation through many exchanges *2. Show understanding by asking and answering questions *3. Ask and answer questions to get help Presentation of Knowledge and Ideas *4. Talk about things they know with detail *5. Can draw what they know *6. Speaks clearly and in complete sentences

Language Standards
Conventions of Standard English *1. Can speak and write age appropriately *a. Print upper and lower case letters *b. Use common nouns and verbs *c. Makes nouns more than one using s and es *d. Use question words *e. Use common directional words (to, from, in, out, on, off, of, for, of, by, with) *f. Produce and expand complete sentences in shared language activities.*f. Produce and expand complete sentences in shared language activities. *2. Capitalize, punctuate, and sound spell when writing *a. Know when to capitalize ( a sentence, the first letter of the students name, and the pronoun I)*a. Know when to capitalize ( a sentence, the first letter of the students name, and the pronoun I) *b. Recognize and name ending marks/ punctuation *c. Write the letter for the sound they want *d. Use best sound spelling Vocabulary Acquisition and Use *4. Exploring and understand multiple meanings to words *a. Learn new meanings to words and use correctly *b. Use the most frequently occurring inflections and affixes (e.g., -ed , -s , re -, un -, pre -, -ful , -less ) as a clue to the meaning of an unknown word.*b. Use the most frequently occurring inflections and affixes (e.g., -ed , -s , re -, un -, pre -, -ful , -less ) as a clue to the meaning of an unknown word. 5. Explore word relationships a. Sort common objects into groups

b. Understanding verbs and adjectives by relating them to their opposites c. Connect words to real life d. Act out similar action words *6. Use newly learned language

Kindergartners: Literature
Key Ideas and Details

1-3 Retell and discuss with important details

Craft and Structure *4. Discuss new vocabulary *5. Identify types of fiction (picture books, stories, songs)

6. Describe the role of authors and illustrators

Integration of Knowledge and Ideas

7. Picture walk

8. (Not applicable to literature)

9. Text to text connections

Range of Reading and Level of Complexity

*10. Exposing students to stories from other cultures

Reading Standards for Informational Text

Key Ideas and Details

1. Connecting prior knowledge

2. Identify main topics and retell important facts

3. Making connections within the text (people, events, facts) Craft and Structure 4. Discuss new vocabulary *5. Identify the front cover, back cover, and title page of a book *6. Name author/ illustrator and describe role

Integration of Knowledge and Ideas

7. Picture walk

8. Facts versus opinions

9. Compare and contrast information Range of Reading and Level of Text Complexity *10. Exposing them to a variety of nonfiction text

Foundational Skills
1. Print Concepts

*a. Follow words from left to right, top to bottom, and page-by-page. *b. Recognize that spoken words are represented in written language by specific sequences of letters. *c. Understand that words are separated by spaces in print. *d. Recognize and name all upper- and lowercase letters of the alphabet. 2. Phonological Awareness

*a. hear and make rhyming words *b. Count, pronounce, blend, and segment syllables in spoken words. *c. Blend and segment onsets and rimes of singlesyllable spoken words. *d. Give beginning, middle, and ending sounds in a CVC word *e. Add or change sounds in a word to make a new word

Phonics and Word Recognition Phonics and Word Recognition *3. Using sounds to decode words *a. Knows and using letter sounds

*b. Know long and short vowel sounds *c. Reads popcorn words *d. Can tell how similar words are different Fluency Fluency 4. Read leveled books with understanding

Writing Standards
Text Types and Purposes

*1. Draw, tell and write how they feel about a given topic

*2. Draw, tell and write facts about a topic

*3. Draw, tell and write a real or imagined story using beginning, middle, and end

Production and Distribution of Writing 4. (Begins in grade 3.) 5. Edit and add to writing based on peer ideas and suggestions 6. Explore digital tools for publishing

Research to Build and Present Knowledge 7. Participate in shared research and writing projects

8. Remember information from experiences or provided sources 9. (Begins in grade 4) Range of Writing 10. (Begins in grade 3)

Speaking and Listening Standards

Comprehension and Collaboration *1. Share in conversation with anybody about Kindergarten topics *a. Follow agreed-upon rules for discussion *b. Continue a conversation through many exchanges *2. Show understanding by asking and answering questions

*3. Ask and answer questions to get help Presentation of Knowledge and Ideas *4. Talk about things they know with detail *5. Can draw what they know *6. Speaks clearly and in complete sentences

Language Standards
Conventions of Standard English

*1. Can speak and write age appropriately

*a. Print upper and lower case letters

*b. Use common nouns and verbs *c. Makes nouns more than one using s and es

*d. Use question words

*e. Use common directional words (to, from, in, out, on, off, of, for, of, by, with) *f. Produce and expand complete sentences in shared language activities.*f. Produce and expand complete sentences in shared language activities. *2. Capitalize, punctuate, and sound spell when writing *a. Know when to capitalize ( a sentence, the first letter of the students name, and the pronoun I)*a. Know when to capitalize ( a sentence, the first letter of the students name, and the pronoun I) *b. Recognize and name ending marks/ punctuation *c. Write the letter for the sound they want *d. Use best sound spelling Knowledge of Language 3. (Begins in grade 2)3. (Begins in grade 2) Vocabulary Acquisition and Use *4. Exploring and understand multiple meanings to words *a. Learn new meanings to words and use correctly *b. Use the most frequently occurring inflections and affixes (e.g., -ed , -s , re -, un -, pre -, -ful , -less ) as a clue to the meaning of an unknown word. 5. Explore word relationships a. Sort common objects into groups

b. Understanding verbs and adjectives by relating them to their opposites c. Connect words to real life d. Act out similar action words

*6. Use newly learned language

Writing *1. Draw, tell and write how they feel about a given topic *2. Draw, tell and write facts about a topic

*3. Draw, tell and write a real or imagined story using beginning, middle, and end

4. (Begins in grade 3.)

5. Edit and add to writing based on peer ideas and suggestions 6. Explore digital tools for publishing 7. Participate in shared research and writing projects 8. Remember information from experiences or provided sources *1. Share in conversation with anybody about Kindergarten topics *a. Follow agreed-upon rules for discussion

*b. Continue a conversation through many exchanges *2. Show understanding by asking and answering *3. Ask and answer questions to get help

*4. Talk about things they know with detail

*5. Can draw what they know *6. Speaks clearly and in complete sentences *1. Can speak and write age appropriately *a. Print upper and lower case letters

*b. Use common nouns and verbs

*c. Makes nouns more than one using s and es *d. Use question words *e. Use common directional words (to, from, in, out, on, off, of, for, of, by, with)

*f. Produce and expand complete sentences in shared language activities. *2. Capitalize, punctuate, and sound spell when writing *a. Know when to capitalize ( a sentence, the first letter of the students name, and the pronoun I) *b. Recognize and name ending marks/ punctuation *c. Write the letter for the sound they want *d. Use best sound spelling

*4. Exploring and understand multiple meanings to words *a. Learn new meanings to words and use correctly *b. Use the most frequently occurring inflections and affixes (e.g., -ed , -s , re -, un -, pre -, -ful , -less ) as a clue to the meaning of an unknown word. 5. Explore word relationships a. Sort common objects into groups b. Understanding verbs and adjectives by relating them to their opposites c. Connect words to real life d. Act out similar action words *6. Use newly learned language

Kindergarten Mon
CC= Counting and Cardinality, OA= Month
all K.CC.1.

all

K.CC.4.

all

K.CC.5.

all Aug. Aug.

K.G.5. K.G.1. K.G.2.

Sept.

K.OA.6.

Sept. Sept.

K.MD.3. K.MD.4.

Sept.

K.G.6.

Oct.

K.CC.3.

Oct. Oct.

K.CC.7. K.G.3.

Oct.

K.G.4.

Nov.

K.CC.6.

Nov.

K.OA.3.

Nov.

K.NBT.1.

Jan.

K.MD.1.

Jan.

K.MD.2.

Jan. Jan. Feb.

K.MD.5. K.MD.6. K.OA.1.

Feb.

K.OA.2.

Feb.

K.OA.4.

Feb.

K.OA.5.

Math

KCC1 Count to 100 by ones and by tens. KCC3 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). KCC4 Understand the relationship between numbers and quantities; connect counting to cardinality; a. When counting objects, say the number names in standard order, pairing each object with one and only one number name and each number name with one and only one object; b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted; c. Understand that each successive number name refers to a quantity that is one larger. KCC5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. KCC6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching, counting, or estimating strategies). KCC7 Compare and order two numbers between 1 and 10 presented as written numerals. KG1 Describe objects in the environment using names of shapes and describe their relative positions (e.g., above, below, beside, in front of, behind, next to). KG2 Name shapes regardless of their orientation or overall size. KG3 Identify shapes as two-dimensional (flat) or three-dimensional (solid). KG4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices), and other attributes (e.g., having sides of equal lengths).

KG5 Build shapes (e.g., using sticks and clay) and draw shapes. KG6 Put together two-dimensional shapes to form larger shapes (e.g., join two KMD1 Describe measurable attributes of objects (e.g., length or weight). Match measuring tools to attribute (e.g., ruler to length). Describe several measurable attributes of a single object. KMD2 Make comparisons between 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. KMD3 Classify objects into given categories (attributes). Count the number of objects in each category (limit category counts to be less than or equal to 10). KMD4 Name in sequence the days of the week. KMD5 Tell time to the hour using both analog and digital clocks. KMD6 Identify coins by name. KNBT1 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 and 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. KOA1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations. KOA2 Add or subtract whole numbers to 10 (e.g., by using objects or drawings to solve word problems). KOA3 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). For example, 5 = 2 + 3 and 5 = 4 + 1. KOA4 For any number from 1 - 4, find the number that makes 5 when added to the given number and, for any number from 1 - 9, find the number that makes 10 when added to the given number (e.g., by using objects, drawings or 10 frames) and record the answer with a drawing or equation. KOA5 Fluently add and subtract numbers up to 5. KOA6 Recognize, identify and continue simple patterns of color, shape, and size.

dergarten Monthly Math Standards

Count to 100 by ones and by tens.

unting and Cardinality, OA= Operations and Algebraic Thinking,NBT= Number and Operations in Base Ten, MD= M Standard

Understand the relationship between numbers and quantities; connect counting to cardinality; a. When counting objects, say the number names in standard order, pairing each object with one and only one number name and each number name with one and only one object; b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted; c. Understand that each successive number name refers to a quantity that is one larger. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Build shapes (e.g., using sticks and clay) and draw shapes. Describe objects in the environment using names of shapes and describe their relative positions (e.g., above, below, beside, in front of, behind, next to). Name shapes regardless of their orientation or overall size.

Recognize, identify and continue simple patterns of color, shape, and size.

Classify objects into given categories (attributes). Count the number of objects in each category (limit category counts to be less than or equal to 10). Name in sequence the days of the week.

Put together two-dimensional shapes to form larger shapes (e.g., join two triangles with full sides touching to make a rectangle).

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).

Compare and order two numbers between 1 and 10 presented as written numerals. Identify shapes as two-dimensional (flat) or three-dimensional (solid).

Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices), and other attributes (e.g., having sides of equal lengths). Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching, counting, or estimating strategies). 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). For example, 5 = 2 + 3 and 5 = 4 + 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 and 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. Describe measurable attributes of objects (e.g., length or weight). Match measuring tools to attribute (e.g., ruler to length). Describe several measurable attributes of a single object. Make comparisons between 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. Tell time to the hour using both analog and digital clocks. Identify coins by name. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations. Add or subtract whole numbers to 10 (e.g., by using objects or drawings to solve word problems).

For any number from 1 - 4, find the number that makes 5 when added to the given number and, for any number from 1 - 9, find the number that makes 10 when added to the given number (e.g., by using objects, drawings or 10 frames) and record the answer with a drawing or equation. Fluently add and subtract numbers up to 5.

er and Operations in Base Ten, MD= Measurement and Data, G= Kid-friendly wording
Count to 100 by ones & tens

a-One to One correspondence (counting objects), b-Understand last number said is- how many, c-Understand the next number is one larger

Answer how many? up to 20 objects in a familiar arrangement (circle, line) Count up to 10 scattered

Build and draw shapes (e.g. using sticks and clay) Name shapes in the environment and describe their relative position (e.g. above, below) Name shapes regardless of their position and size

Recognize, Name & Continue color, shape & size patterns

Sort and count groups equal or less than 10 Name and sequence days of the week

Put together two-dimensional shapes to form larger shapes (e.g., join two triangles with full sides touching to make a rectangle).

Write numbers 0-20 and represent # of objects

Compare & order #s between 1-10 (written) Identify shapes as two-dimensional (flat) or three dimensional (solid)

Compare and contrast two-dimensional and three-dimensional shapes using math vocabulary (e.g. number of sides, corners, other attributes)

Tell greater,less than or equal when comparing numbers and groups of objects Break apart #s less than or = to 10 in pairs in more than one way (5=2+3, 5=4+1) objects/drawing Understand, build and break apart (using objects, drawings or equations) that teen numbers are made of tens and ones

Describe and compare measuring tools and how they are used

Describe and compare objects using similar measurement

Tell time to the hour on analog and digital clocks Identify coins by name Do addition/subtraction with objects, fingers, mentally, drawings, claps, acting out, words, equations Add or Subtract whole #s to 10 (using objects, drawings) to solve word problems

Find the number that makes 5 when added to a fiven number, find the number that makes 10 when added to a given number (5 frames and 10 frames) record answers with drawing/equation Fluently add and subtract numbers up to 5