Kindergarten Long Range Plan: English Language Arts

Date:

Standard(s) promoting objective:

Objective: Students will:

September 30-October 24 ! RL.1With prompting and support, ask and answer questions about key details in a text. ! ! RL.2With prompting and support, retell familiar stories, including key details. RL.3 With prompting and support, identify characters and major events. Identify the characters in a book and the events that took place in the book. Identify key details in text

Retell familiar stories with details in references to those read in class.

! RL.4With prompting and support, ask and answer questions about unknown words in a text. ! RL.5 Recognize common types of texts

! RL.7With prompting and support, describe the relationship between illustrations and the story in which they appear ! RL.9With prompting and support, identify basic similarities in and differences between two texts on the same topic ! RL.10Actively engage in group reading activities with purpose and understanding.

acknowledge unknown words from text

Use descriptive words to describe how illustration and story relate with one another.

! RI.1 With prompting and support, ask and answer questions about key details in a text. ! RI.4 With prompting and support, ask and answer questions about unknown words in a text. ! RI.5 Identify the front cover, back cover, and title page of a book.

Understand that different types of writing can cover one topic. (poems, nonfiction, fiction)

Look at illustrations and use the illustrations to determine how it relates to the text.

! RI.7With prompting and support, describe the relationship between illustrations and the text in which they appear ! RI.10Actively engage in group reading activities with purpose and understanding.

Literature & Informational

W.2 Use a combination of drawing, dictating, and writing to compose.

! W.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.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. ! L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters.

September 30-October 24

Draw and dictate to compose writing, student will recall events and write them and share with their talk writing partner.

f. Produce and expand complete sentences in shared language activities. ! L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Write a letter or letters for most consonant and short-vowel sounds

! L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts

Writing & Language

RF.1Demonstrate understanding of the organization and basic features of print.

b. Recognize and name all upper- and lowercase letters of the alphabet. ! a. RF.2Demonstrate understanding of spoken words, syllables, and sounds Isolate and pronounce the initial vowel sounds.

! L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts

Writing & Language

RF.1Demonstrate understanding of the organization and basic features of print.

b. Recognize and name all upper- and lowercase letters of the alphabet. ! a. RF.2Demonstrate understanding of spoken words, syllables, and sounds Isolate and pronounce the initial vowel sounds. Read words from left to right, understanding that once they have finished a sentence they will need to move down to the next sentence and start from the left again.

! RF3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one- to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. b. Read common high-frequency words by sight ! RF.4 Read emergent-reader texts with purpose and understanding.

Recognize the name of letters and determine if it is a lower case or upper case letter.

! SL.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. b. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion. c. September 30-October 24 Continue a conversation through multiple exchanges. Converse with classmates, demonstrating knowledge of kindergarten topics. Demonstrate knowledge of words by demonstrating knowledge of breaking the word down to know the letter sounds in the word, know what rhymes with words, and know the number of syllables in words.

! 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. ! SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional details. ! SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. ! SL.6 Speak audibly and express thoughts, feelings, and ideas clearly.

Show knowledge letters sounds.

Foundational & Speaking and Listening

Mathematics Date: Standard(s) promoting objective Objective Students will:

! KG1 Describe objects in the environment using the names of shapes, and describe the relative position of these objects using terms such as above, below, beside, in front of, behind, and next to. ! KG2 Correctly name shapes regardless of their orientations or overall size. ! KG3 Identify shapes as 2-dimensional (lying in a plane, flat) or threedimensional (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. # of sides and vertices/ corners) and other attributes (e.g. having sides of equal length). ! KG5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes ! KCC1 Count to 100 by ones and tens. ! KCC2 Count forward beginning from a given # within the known sequence (instead of having to begin at 1). ! KCC3 Write #s from 0-20. Represent a # of objects with a written numeral 0-20 (with 0 representing a count of no objects). ! KCC4 Understand the relationship between #s and quantities; connect counting to cardinality. a When counting objects, say the # names in the standard order, pairing each object with one and only one # name and each # name with one and only one object. b Understand that the last # name said tells the # of objects counted. The # of objects is the same regardless of their arrangement or the order in which they were counted. c Understand each successive # 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 # from 1-20, count out that many objects. ! KCC6 Identify whether the # of objects in one group is greater than, less than, or equal to the # of objects in another group, e.g. by using matching and counting strategies. ! KMD3 Classify objects into given categories; count the #s of objects in each category and sort the categories by count (limit category counts to be less than or equal to 10)

Shapes are the things that we can see around us. That there are different shapes.

Distinguish 2D shapes from 3D shapes

Count the number of vertices, sides and the type of line of a shape.

Count to 100 from any giving point

demonstrate knowledge on how a number looks by given a written representation 0-20

Match quantity to the numeral symbol.

Answer how many problems, by counting.

Show knowledge of determining between groups, the one with the most, least quantity.

September 30- October 24

Science

Date:

Standard(s) promoting objective:

Objective Student will:

! K-1: The student will demonstrate an understanding of scientific inquiry, including the process skills, and mathematical thinking necessary to conduct a simple scientific investigation. ! K-3: The student will demonstrate an understanding of the distinct structures of human body and the different functions they serve. (Life Science) ! K-1.1 Identify observed objects or events by using the senses. ! K-1.2 Use tools (including magnifiers and eyedroppers) safely, accurately, and appropriately when gathering specific data. ! K-1.3 Predict and explain information or events based on observation or previous experience. ! ! K-1.4 Compare objects by using nonstandard units of measurement. K-1.5 Use appropriate safety procedures when conducting investigations Conduct experiments demonstrating science inquiry skills through mathematical thinking.

Engage in activities where students need to conduct experiment using their senses in conclusion of knowing which sense works with an indicated body part. Use their sense of seeing to observe experiments and come up with a conclusion. Engage in experiment using eye droppers and magnifiers use manipulative to compare the length of an objects Demonstrate using science tools in a safe manner during activities and experiments.

! K-3.1 Identify the distinct structures in the human body that are for walking, holding, touching, seeing, smelling, hearing, talking , and tasting. ! K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue, and skin). September 21- October 24

Social Studies

Date:

Standard(s) promoting objective: ! K-2.3 Identify authority figures in the school and the community who enforce rules and laws that keep people safe, including crossing guards, bus drivers, fire fighters, and police officers

Learning objective:

Recognize authority figures in the community and engage in activities that demonstrate the duties of that community helper.

! K-2.4 Explain how following rules and obeying authority figures reflect qualities of good citizen ship, including honesty. Responsibility, respect, fairness, and patriotism.

Learn rules that reflect honesty, responsibility, respect, fairness and patriotism. Students will engage in activities exploring the meaning of these terms.

September 30- October 24

! K-3.1 Recognize the significance of symbols of the United States that represents its democratic values, including the American flag, the bald eagle, the statue of Liberty, the Pledge of Allegiance, and The Star- Spangled Banner.

Demonstrate knowledge of the United States of Americas history including the American flag, the bald eagle, the statue of Liberty, the Pledge of Allegiance, and the Star Spangled Banner.

Sequencing the Long Range Plan : Presenting this information at this indicated time allowed students to share their experience and observations of the weather changes that were taking place during the month of September, October and November. Students have seen leaves falling, and have had a direct experience with the temperature drop during Fall/ Autumn. Having this prior knowledge of Fall/ Autumn students have a broader understanding of Fall/ Autumn. During the Fall/ Autumn unit students engaged in all content areas, Science, Math, Language Arts, and Social Studies. Before presenting the science part of the Fall/Autumn unit students had already observed the weather changes happening and the components of Fall/Autumn have compared to the other seasons. Students have had prior knowledge to shapes before presenting the three dimensional shape, a cube. Students have learned the basic two dimensional shapes: square, circle, triangle, and a rectangle and the characteristics of those shapes. Before presenting the Language Arts section, students had been presented with the high frequency words they were expected to build. Integration to the Language Arts part of the Fall/ Autumn unit was how animals also change according to the weather changes. Lastly, students were presented with the National Holidays that are celebrated during the Fall/ Autumn season. Students had prior knowledge of these Holidays, Veterans Day and Thanksgiving from past celebrations outside of the school setting.