Barren County District Kindergarten Curriculum 2007 Update DRAFT

Kindergarten

Barren County Schools

District Curriculum

2007 Curriculum Summer DRAFT Update

Shari Alexander District CRT

Barren County Schools

Language Arts Curriculum

KINDERGARTEN LITERACY CURRICULUM

A.E.1.2 – Students make sense of the variety of materials read.

A.E.1.3 – Students make sense of the various things they observe.

A.E.1.4 – Students make sense of the various messages to which they listen.

A.E.1.11--Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

A.E.1.12 – Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

Standard 1

READING: Word Recognition, Fluency and Vocabulary Development

The Kindergarten student comes to school at different ages with diverse literacy experiences. Teachers should get as close to the Kindergarten literacy target as possible and do whatever it takes throughout the summer and the First Grade year to put everyone on track to meet the end of the year standards in first grade.

Print-Sound Code (Concepts of Print)

K.1.1 – Identify the front, back, and title pages of books.

K.1.2 – Follow words from left to right.

K.1.3 – Know that print materials have meaning and provide information.

K.1.4 – Distinguish letters from words.

K.1.5 – Recognize that sentences are made up of separate words.

K.1.6 – Recognize and name all capital and lower case letters of the alphabet.

Phonemic Awareness

K.1.7 - Recognize and say the common sound for the letters of the alphabet and write a letter that goes with the spoken sound.

K.1.8 - Listen to two or three phonemes when they are read aloud and tell the number of sounds heard, whether they are the same or different and the order. EX: Listen to the sounds /f/, /m/, /s/, or/l/, /n/, /v/. Tell how many sounds were heard and whether any sounds were the same.

K.1.9 - Listen and say the changes in spoken syllables and words with two or three sounds when one sound is added, substituted, omitted, moved or repeated. EX: Listen to the word bat and tell what word is left when you take the /b/ sound away.

K.1.10– Blend consonant-vowel-consonant (cvc) sounds aloud to make words.

K.1.11 – Identify and complete rhyming words and patterns in response to an oral prompt. EX: Say a word that rhymes with cat.

K.1.12- Listen to one syllable words and tell the beginning or ending sounds. EX: Tell what sound you hear at the beginning of the word girl.

K.1.13– Listen to spoken sentences and recognize individual words in the sentence; listen to words and recognize individual sounds in the words.

K.1.14 – Count the number of sounds in a syllable; count the number of syllables in words.

K.1.15 – Re-read stories independently or as a group modeling patterns of changes in timing, voice and expression.

*When letters have a slanted line before and after, this represents the sound the letter makes, not the name of the letter.

Decoding and Word Recognition

K.1.15 –Match all consonant sounds to appropriate letters

K.1.16- Use knowledge of letter sounds to figure out simple, regularly spelled, single-syllable words (cvc).

K.1.17– Read high frequency and often heard words by sight. Read both first and last name.

K.1.18– Use self–correcting strategies when reading.

K.1.19– Understand the alphabetic principle – when letters in words change, so do the sounds.

K.1.20– Learn and apply knowledge of alphabetical order (first letter).

Vocabulary and Concept Development

K.1.21 – Identify and sort common words in basic categories. EX: color words, shapes, and foods.

K.1.22– Identify common signs and symbols. EX: stop signs, store signs from colors, shapes and logos and letters or symbols on these signs.

Standard 2

READING: Comprehension

Students should be able to identify the basic facts and ideas in what they have read, heard or, seen. They use comprehension strategies such as generating and responding to questions and comparing new information to what is already known to understand what they read. Students should listen to and begin to read grade-level appropriate classic and contemporary literature, nursery rhymes, alphabet books, dictionaries, maps, graphs, charts, and online information.

Structural Features of Informational and Technical Materials

K.2.1 – Locate the title and name of the author of a book.

Comprehension and Analysis of Grade Level Appropriate Text

K.2.2 – Use picture clues and context to aid in comprehension and to make predictions about story content.

K.2.3 – Connect the information and events in texts to life experiences.

K.2.4 – Retell familiar stories.

K.2.5 – Identify and summarize the main ideas and plot of a story.

K.2.6 – Answer literal questions to demonstrate comprehension of orally read grade-appropriate texts.

Standard 3

READING: Literary Response and Analysis

Students list and respond to stories based on well-known characters, themes, plots, and settings. Students analyze grade-level-appropriate stories.

K. 3.1 – Students should distinguish fantasy from reality. EX: compare two books about similar topics and tell how they are different.

K.3.2 – Students identify types of everyday print materials. EX: walk around school to identify signs. Tell difference between a storybook and beginning dictionary.

K.3.3 – Identify characters, settings, and important events in a story. Retell the important events in a story

K.3.4 – Identify favorite books and stories. Tell what makes it their favorite story.

K.3.5 – Recognize predictable patterns in stories.

Standard 4

READING: Habits

K.4.1- Choose reading materials as a way to enjoy free time and ask for books to be read aloud to them.

K.4.2 – Listen to one or two books read aloud each day in school and discusses them.

K.4.3 – Listen to one or two books read aloud each day at home or in after-school care.

K.4.4 – Reread or read along alone or with a partner or adult two to four books each day.

K.4.5 – Read a range of genres, stories, poems, plays, fictional texts, how to books, signs labels, messages, and informational texts such as all-about or attribute books.

Standard 5

WRITING

Process--Discuss ideas and tell stories for someone (student or teacher) to write. Students use pictures, letters, and words to write.

Organization and Focus

K.5.1 – Discuss ideas to include in a story.

K.5.2 – Dictate or write simple story.

K.5.3 – Write using pictures letters or words.

K.5.4 – Write by moving from left to right and from top to bottom.

Applications-Students begin to write and draw pictures for specific purposes and for specific audiences.

K.5.6 - Draw pictures and write words for specific reasons. EX: draw a picture or write to a friend or family member to tell about something.

K.5.7 - Draw a picture and write words for a specific people or person. EX: write or dictate an invitation to a parent to attend a classroom event

K.5.8 – Name or label objects or places.

Conventions – Students begin to learn the written conventions of Standard English.

Handwriting

K.5.9 – Write capital and lower case letters of the alphabet correctly shaping and spacing the letters appropriately.

Spelling

K.5.10 – Spell independently using an understanding of the sounds of the alphabet and knowledge of the letter names. EX: spell correctly common words such as cat or spell by how the word sounds such as kat.

K.5.11 – Use end consonant sounds when writing.

Capitalization

K.5.12 – Introduce capitalization for first words of the sentence and proper names such as names of people and the pronoun I.

Punctuation

K.5.13 – Introduce statements, explanations, and questions as types of sentences and the correct end punctuation (periods, question marks, and explanation marks).

Standard 6

LISTENING AND SPEAKING

Students listen and respond to oral communication. They speak in clear and coherent sentences. Students deliver brief oral presentations about familiar experiences or interests.

Comprehension

K.6.1 – Understand and follow one and two-step spoken directions

K.6.2 – Share information and ideas, speaking in complete, coherent sentences.

Speaking Application

K.6.3 – Describe people, places, and things (including details such as size, color, shape, locations, and actions).

K.6.4 – Recite short poems, rhymes, and songs.

K.6.5 – Tell an experience or creative a story in a logical sequence.

Barren County Schools

Mathematics Curriculum

Mathematics

Sub-domain / Grade 3
Number Properties and Operations / 40%
Measurement / 10%
Geometry / 25%
Data Analysis / 10%
Algebraic Ideas / 15%

While it is important to work toward the development of “higher-order problem-solving skills,” it is equally important- indeed, it is prerequisite to achieving “higher order” skills-to have a sound grasp of basic facts, and an automatic fluency with fundamental operations.

Number Properties and Computation

  1. Numbers, Integers, and Place Value

Concept Objectives:

  1. Students will develop an awareness of how to use numbers to count, measure, and label.
  2. Students will understand and apply basic and/or advanced concepts of numbers and relate these to other mathematical concepts.

Skills:

  • Using concrete objects and pictorial representations, compare sets

Same as (equal to) one-to-one correspondence

More than

Less than

Most

Least

  • Count

Introduce number line.

Forward from 1 to 30, first beginning with 1, and introduce counting forward from any givennumber and backwardfrom 10

From 1 to 10 by twos

By fives and tens to 50

  • Recognize and write numerals 1 to 30 with a number chart (with special attention to the difference between certain written symbols, such as: 6 and 9, 2 and 5, 1 and 7; 12 and 21,etc)
  • Introduce writing numerals 1 to 100 without a number chart (with special attention to the difference between certain written symbols, such as: 6 and 9, 2 and 5, 1 and 7; 12 and 21,etc)
  • Count and write the number of objects in a set up to 25.
  • Given a number, identify one more, one less
  • Identify ordinal position, first (1st) through sixth (6th)
  • Identify pairs
  • Interpret simple pictorial graphs, bar graph

B. Fractions and Decimals

  • Identify ½ as one of two equal parts of a region or object; find ½ of a set of concrete objects
  • Recognize equal and unequal parts of a whole

C. Number Computation

Concept Objectives:

1. Students will understand how to solve real-world problems involving number operations.

2. Students will understand and apply basic and/or advanced concepts of computation.

3. Students will develop an understanding of addition and subtraction situations and express this understanding through corresponding number sentences.

Skills:

  • Add and subtract to ten, using concrete objects
  • Recognize the meaning of the plus sign (+)
  • Subtraction: the concept of “taking away”; recognize the meaning of the minus sign (-)
  • Introduce adding and subtracting 2 digit numbers with no regrouping
  • Understand how the base 10 number system relates to place value (ten ones make ten,

Introduce 10 tens making 100)

Geometry

Concept Objectives:

  1. Students will develop an awareness of spatial relationships.
  2. Students will understand and apply basic and/or advanced concepts of geometry and relate these to other mathematical concepts.

Skills:

  • Identify left and right hand
  • Identify top, bottom, middle
  • Know and use terms of orientation and relative position, such as:

Closed, open

On, under, over

In front, in back (behind)

Between, in the middle of

Next to, beside

Inside, outside

Around

Far from, near

Above, below

To the right of, to the left of

Here, there

  • Identify and sort basic plane figures: square, rectangle, triangle, circle
  • Identify basic shapes in a variety of common objects and artifacts (windows, pictures, books, buildings, cars, etc.)
  • Introduce and identify basic three-dimensional shapes by appearance (spheres, cones, cubes, cylinders, triangular and rectangular prisms)
  • Introduce the concept of symmetry by drawing missing parts to make a picture symmetrical (mirror image)
  • Recognize shapes as the same or different
  • Make congruent shapes and designs
  • Compare size of basic plane figures (larger, smaller)

Measurement

Concept Objectives:

  1. Students will understand how to select and use appropriate vocabulary and tools for given measurement situations.
  2. Students will develop an awareness of how to use and describe basic measurement concepts including length, width, time, temperature, and capacity.

Skills:

  • Identify familiar instruments of measurement, such as ruler, scale, thermometer, clock.
  • Compare objects according to:

Linear measure

Long and short; longer than, shorter than

Measure length using non-standard units

Begin to measure length in inches

Height: taller than, shorter than

Weight (mass)

Heavy, light

Heavier than, lighter than

Capacity (volume)

Full and empty

Less than full, as full as, fuller than

Temperature: hotter and colder

Time

Sequence events: before and after; first, next, last.

Compare duration of events: which takes more or

less time.

Read a clock face and tell time to the hour.

Know the days of the week and months of the year

Orientation in time: today, yesterday, tomorrow,

morning, afternoon; this morning vs. yesterday

morning, etc.

Read a calendar.

Money:

Concept Objectives:

1.Students will understand and apply the concept of money to their own lives and everyday activities.

2.Students will understand the concept of counting money.

3.Students will recognize basic monetary values.

Skills:

Identify pennies, nickels, dimes, and quarters

Identify the one-dollar bill

Identify the dollar sign and cents sign

  • Label money amounts using the cents sign

Data Analysis

Concept Objectives:

  1. Students will develop an awareness of concrete and pictorial patterns in order to make predictions and solve problems.

Skills:

Interpret simple pictorial graphs, bar graphs

Introduce and explore chance as seen in games and experiences

Introduce and explore concept of probability of likely/unlikely

  • Through teacher directed activities introduce to students the concepts of posing questions, collecting
  • Organizing and displaying data

Algebraic Thinking

Concept Objectives:

1.Students will develop an awareness of attributes, patterns, and sequences.

Skills:

Establish concepts of likeness and difference by sorting and classifying objects according to various attributes: size, shape, color, amount, function, etc.

  • Define a set by the common property of its elements.
  • In a given set, indicate which item does not belong.
  • Moving from concrete objects to pictorial representations, recognize patterns and predict the extension of a pattern.
  • Extend a sequence of ordered concrete objects.
  • Solve simple equations in addition and subtraction
  • Solve simple equations with missing values using fact families (e.g., __+2=5)

Barren County Schools

Science Curriculum

Science

Tested at Grade 4
Physical Science / 25%
Earth/Space Science / 25%
Life Science / 30%
Unifying Ideas / 25%

LIFE SCIENCE

Living & Non-Living and Plants and Plant Growth

Concept Objectives:

  1. Students will appreciate the unique cycles that characterize plant and animal life.
  2. Students will understand how species depend on one another and on the environment for survival.
  3. Students will understand the characteristics and structure of living and non-living things.
  4. Students will understand and appreciate the life cycles of plants

Essential Questions:

  1. What are living and nonliving things?
  2. What do living things need?
  3. How can living and nonliving things change?

4. What parts do plants have?

5. How do plants change as they grow?

6. Why don’t all plants look the same?

Topics of Instruction:

  • What plants need to grow: sufficient warmth, light, and water
  • Basic parts of plants: seed, root. stem, branch, leaf
  • Plants make their own food.
  • Flowers and seeds: seeds as food for plants and animals (for example; rice, nuts, wheat, corn)
  • Two kinds of plants: deciduous and evergreen
  • Farming

1)How some food comes from farms as crops

2)How farmers must take special care to protect their crops from weeds and pests

3)How crops are harvested, kept fresh, packaged, and transported for people to buy and consume.

  • Plants live in different habitats.

Animals and Their Needs

Concept Objectives:

  1. Students will appreciate the unique cycles that characterize plant and animal life.
  2. Students will understand how living things interact with each other and their environments.
  3. Students will understand basic necessities for life.
  4. Students will recognize how animals use their senses.
  5. Students will understand the five senses help humans learn about their world.

Essential Questions:

  1. How do animals change as they grow?
  2. Why don’t all animals look the same?
  3. What basic needs do all animals have?
  4. How do animals use their senses?
  5. How do animals get their food?

6. Why do animals live in different habitats?

Topics of Instruction:

  • Animals, like plants, need food, water, and space to live

and grow.

  • Plants make their own food, but animals get food from

eating plants and other animals (food chain).

  • Offspring are very much (but not exactly) like their parents.
  • Most animals babies need to be fed and cared for by their parents, human babies are especially in need of care when young.
  • Pets have special needs and must be cared for by their owners.
  • Animals live in different habitats.

Physical Science

Matter, Changes and How Things Move

Introduction to Matter

Concept Objectives:

  1. Students will recognize that objects can be classified by properties.
  2. Students will recognize the forms matter can take
  3. Students will observe change of solid to liquid, liquid to solid, and/or liquid to gas as a result of change in temperature using the scientific method.

Essential Questions:

4.How are things alike and different?

5.What forms can matter take?

6.How can some things change?

7.How can things change when they get warmer or colder?

8.How can water change?

Topics of Instruction:

  • Use senses to group objects according to similarities and differences
  • Identify and classify solids, liquids, and gases
  • Group objects according to whether they sink or float
  • Observe how temperature changes water
  • Observe how water takes the shape of its container

Introduction to Magnetism