Grade Level: Kindergarten
Unit Title: Culture and The Environment / Timeframe Needed for Completion:
November, December, January
Grading Period: Second Nine Weeks
Big Idea/Theme: Needs and Wants, The Five Senses, Native Americans/Pilgrims, Thanksgiving, Jobs, Christmas Traditions, Winter, Hibernation, Snow, Winter Animals, Alphabet, Sounds, Rhyming, Numbers, Shapes
Understandings: Needs and wants influence one’s culture.
Essential Questions: Social Studies/Science
· What are wants/needs?
· What are observable seasonal changes from fall to winter?
· How does your parent’s job help your family?
· What are different types of ______animals?
· What are some examples of living/nonliving things?
· What are characteristics of living and nonliving things?
· What is the difference between wood and paper?
· What are your five senses?
· How are the structures of humans and animals alike and different? / Essential Questions: Language Arts
· Who are the characters in the story?
· What is the setting in the story?
· Can you predict the ending of the story?
· What is the main event in the story?
· What are three ways to end a sentence?
· How does this story connect an experience in your life?
Writing Prompt (January): Draw a picture and write about something you like to do outside. / Essential Questions: Mathematics
· What numeral comes after ____?
· What numeral comes before ___?
· Counting by 10’s, what numeral comes after 30?
· What are the solid shapes?
Social Studies / Science
K.E.1.1 Explain how families have needs and wants.
K.E.1.2 Explain how jobs help people meet their needs and wants.
Ongoing:
K.H.1 Explain how seasons change over time.
K.C.1.1 Explain similarities in self and others.
K.C.1.2 Explain the elements of culture: how people speak, how people dress, food they eat.
. / K.P.2.2 Compare the observable properties of different kinds of materials from which objects are made and how they are used(clay, wood, cloth, paper, etc)
K.E.1.1 Infer that change is something that happens to many things in the environment based on observations made using one or more of the senses.
K.L.1.1 Compare different types of the same animals (i.e. different types of dogs, different types of cats, etc) to determine individual differences within a particular type of animal.
K.L.1.2 Compare characteristics of living and nonliving things in terms of their: structure, growth, changes
Ongoing:
K.E.1.2 Summarize daily weather conditions noting changes that occur from day to day and throughout the year.
K.E.1.3 Compare weather patterns that occur from season to season.
Language Arts
Reading
Foundational Skills:
Phonological Awareness
RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (Currituck Recommendation- 26 letter sounds)
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken word
d. Recognize and name all upper and lowercase letters of the alphabet. (Currituck Recommendation-13 upper/lower)
Phonics and Word Recognition
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (Currituck Recommendation- 10-20 words).
Informational Text:
Key Ideas and Details
RI.K.1. With prompting and support, ask and answer questions about key details in a text.
RI.K.2. With prompting and support, identify the main topic and retell key details of a text.
RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Integration of Knowledge and Ideas
RI.K.7. With 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).
RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Literature:
Key Ideas and Details
RL.K.1. With prompting and support, ask and answer questions about key details in a text.
RL.K.2. With prompting and support, retell familiar stories, including key details.
RL.K.3. With prompting and support, identify characters, settings, and major events in a story.
Craft and Structure
RL.K.5. Recognize common types of texts (e.g., storybooks, poems).
RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. / Writing
Text Types and Purposes
W.K.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. / Speaking and Listening
Comprehension and Collaboration
SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
SL.K.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. / Language
Conventions of Standard English
L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
f. Produce and expand complete sentences in shared language activities.
L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Mathematics
Counting and Cardinality
Know number names and the count sequence.
K.CC 1. Count to 100 by ones and by tens. (Count to 50 by ones and tens)
K.CC 3. Write 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.
b. Understand 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.
K.CC 5. 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 number from 1–20, count out that many objects. / Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
K.OA 1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.OA 2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. / Number and Operations and Base Ten / Measurement and Data
Describe and compare measurable attributes.
K.MD 1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. / Geometry
Identifying and describing shapes (square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, and sphere)
K.G 3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three dimensional (“solid”).
Analyze, compare, create, and compose shapes.
K.G 4. Analyze 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).
Essential Skills/Vocabulary:
· Family
· Wants
· Needs
· Decision
· Seasons
· Living
· Nonliving
· Compare
· Senses
· Letter
· Word
· Sentence
· Characters
· Setting
· Details
· Predictions
· Rhyme
· Retell
· Main Topic
· Capitalization
· Punctuation
· Solid
· Flat
· Tall
· Short
· Long
· Wide
· Deep
· Vertices / Assessment Tasks:
· Observation
· Center activities
· Projects
Revised 6-11-13 2nd Nine Weeks