McKinley Primary Center                    2016-17 / Quarter 1 / Kindergarten: Teaching & Learning Plan

 

Art

Music

Physical Education

Mathematics

Week 3

 

I can

 

Discuss and identify how and where art is used in everyday life such as home, school, or community.

 

Speculate on the function of a work of art.

Match pitches in a limited vocal range.

 

Echo four-beat rhythmic patterns played by the teacher using body percussion or classroom instruments.

Perform basic (fundamental) locomotor skills.

Week 9

 

I can

 

Count to at least 100 by ones and tens and count on by one from any number.

 

Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

 

Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted.

 

Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes.

 

Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10.

 

Describe the positions of objects and geometric shapes in space using the terms inside, outside, between, above, below, near, far, under, over, up, down, behind, in front of, next to, to the left of and to the right of.

 

Compare two- and three-dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts and other attributes.

 

Model shapes in the world by composing shapes from objects (e.g., sticks and clay balls) and drawing shapes.

 

Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10.

Week 6

 

I can

 

Respond to art based on personal preference.

 

Demonstrate thoughtfulness and care in creating artwork.

Improvise simple rhythms using body percussion, found items, or an instrument.

 

Create and play a simple rhythmic pattern with teacher guidance using body percussion or classroom instruments.

Demonstrate basic (fundamental) movement vocabulary and cue words for learning skills.

 

Demonstrate respect for other children in physical education class.

Week 9

 

I can

Respect personal work and the work of others.

 

Demonstrate safe and proper use, care, and storage of media, materials, and equipment.

Identify differences in musical sounds that are high or low, fast or slow, loud or soft, and demonstrate them through movement, verbal description, or pictures.

 

Describe musical concepts of high or low, fast or slow, and loud or soft through moving or drawing.

Identify and demonstrate an understanding of rules and safety practices for games and other physical activities.

 

Demonstrate improved cardiorespiratory endurance.

Science

Week 3

I can

Plan and conduct an investigation using all senses to describe and classify different kinds of objects by their composition and physical properties. Explain these choices to others and generate questions about the objects.

Week 6

I can

Make observations to determine the effect of sunlight on Earth’s surface and use tools and materials to design and build a structure to reduce the warming effect on Earth's surface.

Week 9

I can

Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool.

Social Studies

Week 3

I can

Give examples of how to be a responsible family member and member of a group.

Week 6

I can

Identify and compare similarities and differences in families, classmates, neighbors and neighborhoods, and ethnic and cultural groups.

 

Compare children and families of today with those from the past.

Week 9

I can

Identify people, celebrations, commemorations, and holidays as a way of honoring people, heritage, and events.

 

Note: Columns may use different text styles (Regular, Italic, Bold, Underlined) to differentiate concepts.     Language Arts & Reading

Kindergarten – Reading Wonders, Unit 1               Big Idea:  Take a New Step                                                              What can we learn when we try new things?

 

Weekly Concept &

Essential Questions

Genre, Text Features & Literary Elements

Comprehension: Skills, Strategies & Fluency

Phonics

 

Vocabulary: Academic, High-Frequency, Oral, and Category

Writing:

Trait, Product, About Reading

Grammar

Research & Inquiry

K-1.1

Make New Friends

 

How can we get along with new friends?

Fable, Informational Text, Fantasy, Fiction, Nonfiction

 

Ask and Answer Questions

 

Key Details (Use illustrations)

 

Sound-Spelling and Word Automaticity;

Intonation

Pencil grip, writing posture, writing grid (sky line, plane, grass line, worm line)

 

Letter formation: t

title, author, illustrator, noun

 

the

 

friend, problem, escape, grasped, rescue

 

Feeling Words

Lucy Calkins:

 

Mentor text

 

Writing conventions

 

Finger spaces

 

Stretch out sounds and words

 

5 star writing rubric

 

Goal – Working on writing a  good sentence

 

Illustration matches sentence

Nouns

What makes a good friend?

K-1.2

Get Up and Go!

 

How do baby animals move?

Fable, Fantasy, Nonfiction, Informational Text, Fiction

Ask and Answer Questions

 

Key Details

 

Sound-Spelling and Word Automaticity;

Intonation

Pencil grip, writing posture, writing grid (sky line, plane, grass line, worm line)

 

Letter formation: b, f

fantasy, fable, opinion, details

 

we

 

adventure, movement, arrived, exciting, exhausted

 

Family Words

Nouns

How do animals move?

K-1.3

Use Your Senses

 

How can your senses help you learn?

Informational Text, Poetry, Fiction, Nonfiction,

Ask and Answer Questions

 

Key Details (Use Photos)

 

Sound-Spelling and Word Automaticity;

Phrasing

Pencil grip, writing posture, writing grid (sky line, plane, grass line, worm line)

 

Letter formation: m, n

Informational text, observation, poetry

 

see

 

explore, senses, feast, finished, kneads

 

Sensory Words

Nouns

What can we learn by using our senses?

Kindergarten – Reading Wonders, Unit 2               Big Idea:  Let’s Explore                                                                     What can you find out when you explore?

K-2.1

Tools We Use

 

How do tools help us to explore?

Tale, Fiction, Nonfiction, Informational Text

Ask and Answer Questions

 

Key Details, Use Photos, Headings

 

Sound-Spelling and Word Automaticity;

Phrasing

Pencil grip, writing posture, writing grid (sky line, plane, grass line, worm line)

 

Letter formation: I, u

photographs, sentences, verb

 

a

 

tools, discover, defeated, fetch, rumble

 

Color Words

Lucy Calkins:

 

Mentor text

 

Writing conventions

 

Finger spaces

 

Stretch out sounds and words

 

5 star writing rubric

 

Goal – Working on writing a  good sentence

 

Illustration matches sentence

Verbs

 

In what ways are tools useful?

 

K-2.2

Shapes All around Us

 

What shapes do you see around you?

Informational Text, Fiction, Nonfiction

Ask and Answer Questions

 

Use Photos, Bold Print

 

Sound-Spelling and Word Automaticity;

Expression

Pencil grip, writing posture, writing grid (sky line, plane, grass line, worm line)

 

Letter formation: c, o

rectangle, circle, square, triangle

 

like

 

materials, nature, decoration, games, world

 

Shape Words

Verbs

Where can you find shapes?

K-2.3

World of Bugs

 

What kind of bugs do you know about?

Informational Text, Fiction, Nonfiction

Ask and Answer Questions

 

Use Illustrations, Captions

 

Sound-Spelling and Word Automaticity; Expression;

 Intonation

Pencil grip, writing posture, writing grid (sky line, plane, grass line, worm line)

 

Letter formation: a, g

caption, word web, sort

 

the, a, see, we, like

 

curious, observe, attaches, process, slender

 

Movement Words

Verbs

What do bugs do in their environments?

McKinley Primary Center                    2016-17 / Quarter 1 / Kindergarten: Teaching & Learning Plan