KINDERGARTEN-PREPARATORY LEVEL(07/11/2014) Christian Living Christian Living in kindergarten is designed to help develop in the children an appreciation of the world around them and an awareness of God’s love present in their lives and others. Lessons about this loving God’s creation; making me who I am; giving me people to love; giving me Jesus; the sign of God’s love whose teachings teach us to love in return, lay the foundation for each child’s growth and opportunities in the basic human values such as respect, kindness, responsibility, fairness and obedience. This growth in positive behavior is crucial as the kindergartners grow in age and wisdom just as Jesus did, as they expand their horizon beyond the home to the school and to the larger community. Language Arts Foundations for the development of the language that encourages listening, speaking, reading and writing are built on what students already know, and by extending and enriching these experiences from hearing stories read aloud, seeing others read and write, reading and writing with the teacher, and interacting with printed materials such as books. With assistance or independently (using invented spelling) the kindergartners begin to write simple narratives. Through the use of classic and contemporary literature and other texts, the children explore a variety of topics and begin to use talk to communicate their ideas. A carefully sequenced, systematic and explicit phonics instruction using Sing, Spell, Read & Write accompanies children in their quest. The school’s reading program actively engages the children and makes learning to read a fun activity. The program includes the five essential components of reading which include phonemic awareness, phonics, vocabulary, fluency, and text comprehension. Mathematics Kindergarten math initially builds on the math skills (e.g. patterns, attributes, and basic number awareness )that those students acquired in Pre-K. They do comparisons of quantities, begin to estimate numbers, and represent number concepts in pictorial graphs. They do counting and ordering objects on a daily basis as foundation for the addition and subtraction concept 1 through 10 throughout the year. At the end of the first semester, the children are better prepared to tackle story problems in print due to advancements in their vocabulary. Semester’s lessons involve hands on materials with guided oral directions. As they move on, the children will be exposed to the concept of teen words, ten through hundred, numbers and patterns to 100, money, time lapse, fraction, geometry, and measurements. Science Kindergarten science is designed to help kindergarteners acquire the all-important basic scientific skills they will use throughout their lives. This includes observing, measuring, comparing, classifying, modeling, communicating, inferring, ordering, predicting, investigating, and drawing conclusions. Units of study include the study of plants, animals, the earth, weather and sky, matter and machines. They are also introduced to the concept of recycling. These themes are aligned with each of the letters of the alphabet and, each theme is accompanied by cross-curricular activities, hands on science experiences, and materials designed to support the kindergartners’ curiosity. Social Studies The kindergarten social studies curriculum aims to help kindergartners gain a better understanding of themselves, others and their environment. To achieve this, units of study about Families and Friends, Long ago and Today, and Our Country- a great place, will accompany the children as they develop basic concepts of government, history, geography, time and space. To lay the foundation for the study of government, the children are guided to participate in planning and group decision making aside from the exploration of school rules and house rules at the outset of the program. This allows the children to get to know each other and explore responsibilities and relationships in the home and outside. Selected themes about holidays will reinforce the concepts on history. To develop a sense of space, they practice finding locations at home and at school. Physical Education In kindergarten, children learn fundamental movement and begin to generate and develop appropriate movement vocabulary, apply concepts dealing with space, and learn body awareness. The focus in kindergarten is to learn and apply basic body control proficiency in age-and -developmentally appropriate physical movement. The acquisition of these skills will form the foundation for enjoyment in physical activities whether in the form of games, sports, dance, or bodily exercises. Music In kindergarten music, varied activities are provided such as dramatization, listening, exploring sounds, and recognizing rhymes in songs. It focuses on developing the kindergartners interest in rhythm and musical sounds by imitating through inner hearing. Kindergarten music aims to provide the kids opportunities to produce singing tone, participate in producing various vocal sounds, produce loud and soft music through body percussions, response to rhythmic movement of the tune, and developing creativity and self- expression. Computer Computer use is an integral part of each content area in kindergarten but it’s especially helpful and it represents a significant contribution to kindergarten literacy program as a powerful reference tool in science, social studies, language, math, and writing. Children are adept at starting and exiting the program, using language skills application including capitalization, punctuation, spelling, generating rhyming words, use of numbers, and other age- appropriate symbols. Arts In kindergarten, the kids are exposed to different media of arts-like clay, paper, paints, and recyclable materials as well as the art tools and materials and their care. All art projects undertaken are offshoots of the core and seasonal themes across the curriculum. All art activities are directed towards developing creativity and critical thinking along with the development of fine motor skills. The basic study of shapes, color and lines are also emphasized.
Reading Literature - Kindergarten
Key Ideas and Details
- ELA-Literacy.RL.K.1With prompting and support, ask and answer questions about key details in a text.
- ELA-Literacy.RL.K.2With prompting and support, retell familiar stories, including key details.
- ELA-Literacy.RL.K.3With prompting and support, identify characters, settings, and major events in a story.
Craft and Structure
- ELA-Literacy.RL.K.4Ask and answer questions about unknown words in a text.
- ELA-Literacy.RL.K.5Recognize common types of texts (e.g., storybooks, poems).
- ELA-Literacy.RL.K.6With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
Integration of Knowledge and Ideas
- ELA-Literacy.RL.K.7With 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).
- (RL.K.8 not applicable to literature)
- ELA-Literacy.RL.K.9With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Range of Reading and Level of Text Complexity
- ELA-Literacy.RL.K.10Actively engage in group reading activities with purpose and understanding.
Reading Informational Text – Kindergarten
Key Ideas and Details
- ELA-Literacy.RI.K.1With prompting and support, ask and answer questions about key details in a text.
- ELA-Literacy.RI.K.2With prompting and support, identify the main topic and retell key details of a text.
- ELA-Literacy.RI.K.3With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure
- ELA-Literacy.RI.K.4With prompting and support, ask and answer questions about unknown words in a text.
- ELA-Literacy.RI.K.5Identify the front cover, back cover, and title page of a book.
- ELA-Literacy.RI.K.6Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
Integration of Knowledge and Ideas
- ELA-Literacy.RI.K.7With 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).
- ELA-Literacy.RI.K.8With prompting and support, identify the reasons an author gives to support points in a text.
- ELA-Literacy.RI.K.9With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
- ELA-Literacy.RI.K.10Actively engage in group reading activities with purpose and understanding.
Reading: Foundational Skills – Kindergarten
- ELA-Literacy.RF.K.1Demonstrate understanding of the organization and basic features of print.
- ELA-Literacy.RF.K.1aFollow words from left to right, top to bottom, and page by page.
- ELA-Literacy.RF.K.1bRecognize that spoken words are represented in written language by specific sequences of letters.
- ELA-Literacy.RF.K.1cUnderstand that words are separated by spaces in print.
- ELA-Literacy.RF.K.1dRecognize and name all upper- and lowercase letters of the alphabet.
- ELA-Literacy.RF.K.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- ELA-Literacy.RF.K.2aRecognize and produce rhyming words.
- ELA-Literacy.RF.K.2bCount, pronounce, blend, and segment syllables in spoken words.
- ELA-Literacy.RF.K.2cBlend and segment onsets and rimes of single-syllable spoken words.
- ELA-Literacy.RF.K.2dIsolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
- ELA-Literacy.RF.K.2eAdd or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Phonics and Word Recognition
- ELA-Literacy.RF.K.3Know and apply grade-level phonics and word analysis skills in decoding words.
- ELA-Literacy.RF.K.3aDemonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
- ELA-Literacy.RF.K.3bAssociate the long and short sounds with the common spellings (graphemes) for the five major vowels.
- ELA-Literacy.RF.K.3cRead common high-frequency words by sight (e.g., the, of, to, you,she, my, is, are, do, does).
- ELA-Literacy.RF.K.3dDistinguish between similarly spelled words by identifying the sounds of the letters that differ.
- ELA-Literacy.RF.K.4Read emergent-reader texts with purpose and understanding.
Writing - Kindergarten
Text Types and Purposes
- ELA-Literacy.W.K.1Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
- ELA-Literacy.W.K.2Use 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.
- ELA-Literacy.W.K.3Use 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.
Production and Distribution of Writing
- (W.K.4 begins in grade 3)
- ELA-Literacy.W.K.5With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
- ELA-Literacy.W.K.6With 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
- ELA-Literacy.W.K.7Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
- ELA-Literacy.W.K.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening – Kindergarten
Comprehension and Collaboration
- ELA-Literacy.SL.K.1Participate in collaborative conversations with diverse partners aboutkindergarten topics and texts with peers and adults in small and larger groups.
- ELA-Literacy.SL.K.2Confirm 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.
- ELA-Literacy.SL.K.3Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Presentation of Knowledge and Ideas
- ELA-Literacy.SL.K.4Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
- ELA-Literacy.SL.K.5Add drawings or other visual displays to descriptions as desired to provide additional detail.
- ELA-Literacy.SL.K.6Speak audibly and express thoughts, feelings, and ideas clearly.
Language – Kindergarten
Conventions of Standard English
- ELA-Literacy.L.K.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- ELA-Literacy.L.K.1aPrint many upper- and lowercase letters.
- ELA-Literacy.L.K.1bUse frequently occurring nouns and verbs.
- ELA-Literacy.L.K.1cForm regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
- ELA-Literacy.L.K.1dUnderstand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
- ELA-Literacy.L.K.1eUse the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
- ELA-Literacy.L.K.1fProduce and expand complete sentences in shared language activities.
- ELA-Literacy.L.K.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- ELA-Literacy.L.K.2aCapitalize the first word in a sentence and the pronoun I
- ELA-Literacy.L.K.2bRecognize and name end punctuation.
- ELA-Literacy.L.K.2cWrite a letter or letters for most consonant and short-vowel sounds (phonemes).
- ELA-Literacy.L.K.2dSpell simple words phonetically, drawing on knowledge of sound-letter relationships.
Vocabulary Acquisition and Use
- ELA-Literacy.L.K.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
- ELA-Literacy.L.K.4aIdentify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
- ELA-Literacy.L.K.4bUse 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.
- ELA-Literacy.L.K.5With guidance and support from adults, explore word relationships and nuances in word meanings.
- ELA-Literacy.L.K.5aSort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
- ELA-Literacy.L.K.5bDemonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
- ELA-Literacy.L.K.5cIdentify real-life connections between words and their use (e.g., note places at school that are colorful).
- ELA-Literacy.L.K.5dDistinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
- ELA-Literacy.L.K.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Math: Counting and Cardinality – Kindergarten
Know number names and the count sequence
- Math.Content.K.CC.A.1Count to 100 by ones and by tens.
- Math.Content.K.CC.A.2Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
- Math.Content.K.CC.A.3Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Count to tell the number of objects
- Math.Content.K.CC.B.4Understand the relationship between numbers and quantities; connect counting to cardinality.
- Math.Content.K.CC.B.4aWhen counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
- Math.Content.K.CC.B.4bUnderstand 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.
- Math.Content.K.CC.B.4cUnderstand that each successive number name refers to a quantity that is one larger.
- Math.Content.K.CC.B.5Count 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.
- Math.Content.K.CC.C.6Identify 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 and counting strategies.1
- Math.Content.K.CC.C.7Compare two numbers between 1 and 10 presented as written numerals.
Understand addition, and understand subtraction.
- Math.Content.K.OA.A.1Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
- Math.Content.K.OA.A.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
- Math.Content.K.OA.A.3Decompose 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 (e.g., 5 = 2 + 3 and 5 = 4 + 1).
- Math.Content.K.OA.A.4For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
- Math.Content.K.OA.A.5Fluently add and subtract within 5.
Work with numbers 11-19 to gain foundations for place value.
- Math.Content.K.NBT.A.1Compose 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 or decomposition by a drawing or equation (such as 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 and compare measurable attributes.
- Math.Content.K.MD.A.1Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
- Math.Content.K.MD.A.2Directly compare 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.
Classify objects and count the number of objects in each category.
- Math.Content.K.MD.B.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1
Identify and describe shapes.
- Math.Content.K.G.A.1Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, andnext to.
- Math.Content.K.G.A.2Correctly name shapes regardless of their orientations or overall size.
- Math.Content.K.G.A.3Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
Analyze, compare, create, and compose shapes.
- Math.Content.K.G.B.4Analyze 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/“corners”) and other attributes (e.g., having sides of equal length).
- Math.Content.K.G.B.5Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
- Math.Content.K.G.B.6Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”