Kindergarten Curriculum Map Grade: K  Math 

• • • • •

September  Sorting  (AB) Patterns  (AABB)  Calendar  routines (to June)  Shapes   #1‐10 (writing &  recognizing) 

 

Science 

Social  Studies 

•      



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 

• • • • • • •   • • •  



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

• • •

#’s 10‐20 (writing  • & recognizing)  Quantities &  • equivalents  (more/less)  Patterns/sorting   • • • •

• • •  

Trees  Tree homes  Seasons  

• • •

Family  Native Americans Holidays/Celebra tions 



January  #’s 10‐20 (writing  • & recognizing)  • Quantities &  • equivalents  (more/less)  Patterns/sorting  # stories  measurement  Place Value 

Winter Unit  (animals &  seasons) 



 





MLK (Ruby  Bridges, Rosa  Parks) 

• • •

  •

 

February  Place Value  100 Days  Count by 10’s  

• • • •

March  Add & subtract  #’s 20‐30  Coins  Time  (sequencing)   

• •

Neighborhood  Community  Symbols &  Presidents  Welcoming  Schools (second  step) 

• • • •



April  Solid shapes  Fractions ½ &  whole  Time  (sequencing)   

• •

May/June  Review  Time/clocks 

 

 

Winter Unit  (animals &  seasons)  5 senses 

• •

5 senses  Wood  & paper 



Wood  & paper 



Animals 2X2  (observing) 

 

Neighborhood  Community  Cesar Chavez  Symbols &  Presidents 

Cesar Chavez  Conflict  resolution  



Writer’s Workshop  • Narratives with  details.  • writes sentence. 



• •

        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 



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  

2

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



High frequency  words  • Segment sounds  in words  • Short  phrases  Writing makes sense 



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. 

• •

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).

                                                      2

 

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).

 

Kindergarten Curriculum Map

(AB) Patterns. (AABB). • Calendar routines (to June). • Shapes. • #1-10 (writing & recognizing). • 1 to 1 coutning. • Graphs. • #'s 10-20 (writing. & recognizing). • Quantities .... tricky parts. Readers have strategies for getting to know a character. Readers perform their books to understand their characters better (readers theater).

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