Braggs Public Schools
KINDERGARTEN PACING GUIDE
2012-2013
ThisPacing Guide organizes the kindergarten Common Core Standards into school quarters to assist teachers in pacing instruction and assessment for the entire school year.
The format of this guide allows the classroom teacherto view the kindergarten learning expectations set forth by the state adopted Common Core Standards for the entire year,while also viewing which learning expectations need to be assessed each quarter. Initial instruction and ongoing support and practice of learning expectations should begin well in advance of the assessment period.
When observing and assessing young children in kindergarten consider these definitions related to the language found in the Standards/Benchmarks:
- Begins to…child has experienced the concept/idea in multiple settings and has a simple, basic understanding of the concept/idea
- Recognizes…..child can locate/point to the letter or number symbol, shape, or object when teacher names it for them; child cannot name it on their own yet; Example: teacher would say, “Show me the letter B” and child can point to correct letter.
- Identifies/Names…..child can identify or name the letter or number symbol, shape, or object on their own; Example: teacher would ask, “What is this letter?” Child then responds by naming the letter, number, shape, etc.
- Describes…..child can give details or characteristics related to object, event, or experience
- Distinguishes…child can tell the differences between people, objects, or symbols
- Demonstrates……… child has had numerous experiences and practice with the learning expectations and can show in some way a complete understanding of the learning expectation
- With prompting and support…..child can accomplish the given task with lead ins, suggestions, clues, and scaffolding.
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K- BPS 2012-2013
KINDERGARTEN LANGUAGE ARTS
READING AND LITERATUREKey Ideas and Details / 1st / 2nd / 3rd / 4th
RL.1 / With prompting and support, ask and answerquestions about key details in a text. / I / P / P / M
RL.2 / With prompting and support, retell familiarstories, including key details. / I / P / M
RL.3 / With prompting and support, identify characters,settings, and major events in a story. / I / P / P / M
Craft and Structure / 1st / 2nd / 3rd / 4th
RL.4 / Ask and answer questions about unknown wordsin a text. / I / P / M
RL.5 / Recognize common types of texts (e.g., storybooks, poems). / I / P / M
RL.6 / With prompting and support, name the authorand illustrator of a story and define the role ofeach in telling the story. / P / M
Integration of Knowledge and Ideas / 1st / 2nd / 3rd / 4th
RL.7 / With prompting and support, describe therelationship between illustrations and the story inwhich they appear (e.g., what moment in a storyan illustration depicts). / P / M
RL.9 / With prompting and support, compare andcontrast the adventures and experiences ofcharacters in familiar stories. / I / M
Range of Reading and Level of Text Complexity / 1st / 2nd / 3rd / 4th
RL.10 / Actively engage in group reading activities withpurpose and understanding. / M
Informational Text
Key Ideas and Details / 1st / 2nd / 3rd / 4th
RI.1 / With prompting and support, ask and answerquestions about key details in a text. / I / P / P / M
RI.2 / With prompting and support, identify the maintopic and retell key details of a text. / I / P / M
RI.3 / With prompting and support, describe theconnection between two individuals, events,ideas, or pieces of information in a text. / I / P / P / M
Craft and Structure / 1st / 2nd / 3rd / 4th
RI.4 / With prompting and support, ask and answerquestions about unknown words in a text. / I / P / M
RI.5 / Identify the front cover, back cover, and titlepage of a book. / P / M
RI.6 / Name the author and illustrator of a text anddefine the role of each in presenting the ideas orinformation in a text. / P / M
Integration of Knowledge and Ideas / 1st / 2nd / 3rd / 4th
RI.7 / With prompting and support, describe therelationship between illustrations and the textin which they appear (e.g., what person, place,thing, or idea in the text an illustration depicts). / P / M
RI.8 / With prompting and support, identify thereasons an author gives to support points in atext. / I / P / M
RI.9 / With prompting and support, identify basicsimilarities in and differences between twotexts on the same topic (e.g., in illustrations,descriptions, or procedures). / I / M
Range of Reading and Level of Text Complexity / 1st / 2nd / 3rd / 4th
RI.10 / Actively engage in group reading activities withpurpose and understanding. / M
Foundational Skills
Print Concepts / 1st / 2nd / 3rd / 4th
RF.1 / Demonstrate understanding of the organization and basic features of print.
- Follow words from left to right, top to bottom, and page by page.
- Recognize that spoken words are represented in written language by specific sequences of letters.
- Understand that words are separated by spaces in print.
- Recognize and name all upper- and lowercase letters of the alphabet.
Phonological Awareness / 1st / 2nd / 3rd / 4th
RF.2 / Demonstrate understanding of spoken words, syllables, and sounds(phonemes).
- Recognize and produce rhyming words.
- Count, pronounce, blend, and segment syllables in spoken words.
- Blend and segment onsets and rimes of single-syllable spoken words.
- Isolate and pronounce the initial, medial vowel, and final sounds (phonemes)in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This doesnot include CVCs ending with /l/, /r/, or /x/.)
- Add or substitute individual sounds (phonemes) in simple, one-syllablewords to make new words.
Phonics and Word Recognition / 1st / 2nd / 3rd / 4th
RF.3 / Know and apply grade-level phonics and wordanalysis skills in decoding words.
- Demonstrate basic knowledge of one-to-oneletter-sound correspondences by producingthe primary or many of the most frequentsound for each consonant.
- Associate the long and short sounds with common spellings (graphemes) for the fivemajor vowels.
- Read common high-frequency words by sight(e.g., the, of, to, you, she, my, is, are, do, does).
- Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Fluency / 1st / 2nd / 3rd / 4th
RF.4 / Read emergent-reader texts with purpose andunderstanding. / I / P / P / M
WRITING
Text Types and Purposes / 1st / 2nd / 3rd / 4th
W.1 / Use a combination of drawing, dictating, andwriting to compose opinion pieces in which theytell a reader the topic or the name of the bookthey are writing about and state an opinion orpreference about the topic or book (e.g., Myfavorite book is . . .). / P / P / P / M
W.2 / Use a combination of drawing, dictating, andwriting to compose informative/explanatorytexts in which they name what they are writingabout and supply some information about thetopic. / P / P / P / M
W.3 / Use a combination of drawing, dictating, andwriting to narrate a single event or severalloosely linked events, tell about the events inthe order in which they occurred, and provide areaction to what happened. / P / P / P / M
Production and Distribution of Writing / 1st / 2nd / 3rd / 4th
W.5 / With guidance and support from adults, respondto questions and suggestions from peers andadd details to strengthen writing as needed. / I / P / P / M
W.6 / With guidance and support from adults, explorea variety of digital tools to produce and publishwriting, including in collaboration with peers. / P / P / P / M
Research to Build and Present Knowledge / 1st / 2nd / 3rd / 4th
W.7 / Participate in shared research and writingprojects (e.g., explore a number of books bya favorite author and express opinions aboutthem). / I / P / M
W.8 / With guidance and support from adults,recall information from experiences or gatherinformation from provided sources to answer aquestion. / I / P / M
Oral Language
SPEAKING and LISTENINGComprehension and Collaboration / 1st / 2nd / 3rd / 4th
SL.1 / Participate in collaborative conversations with diverse partners aboutkindergarten topics andtexts with peers and adults in small and largergroups.
- Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion)
- Continue a conversation through multiple exchanges.
SL.2 / Confirm understanding of a text read aloud orinformation presented orally or through othermedia by asking and answering questionsabout key details and requesting clarification ifsomething is not understood. / I / P / P / M
SL.3 / Ask and answer questions in order to seek help,get information, or clarify something that is notunderstood. / P / M
Presentation of Knowledge and Ideas / 1st / 2nd / 3rd / 4th
SL.4 / Describe familiar people, places, things, andevents and, with prompting and support, provideadditional detail. / I / P / M
SL.5 / Add drawings or other visual displays todescriptions as desired to provide additionaldetail. / I / P
SL.6 / Speak audibly and express thoughts, feelings, andideas clearly. / M
Language Standards
Conventions of Standard English / 1st / 2nd / 3rd / 4th
L.1 / Demonstrate command of the conventions ofstandard English grammar and usage whenwriting or speaking.
- Print many upper- and lowercase letters.
- Use frequently occurring nouns and verbs.
- Form regular plural nouns orally by adding /s/or /es/ (e.g., dog, dogs; wish, wishes).
- Understand and use question words (interrogatives) (e.g., who, what, where, when,why, how).
- Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for,of, by, with).
- Produce and expand complete sentences inshared language activities.
L.2 / Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.
- Capitalize the first word in a sentence and thepronoun I.
- Recognize and name end punctuation.
- Write a letter or letters for most consonantand short-vowel sounds (phonemes).
- Spell simple words phonetically, drawing onknowledge of sound-letter relationships.
L.4 / Determine or clarify the meaning of unknown andmultiple-meaning words and phrases based onkindergarten reading and content.
- Identify new meanings for familiar words andapply them accurately (e.g., knowing duck is abird and learning the verb to duck).
- Use the most frequently occurring inflectionsand affixes (e.g., -ed, -s, re-, un-, pre-, -ful,-less) asa clue to the meaning of an unknownword.
L.5 / With guidance and support from adults, exploreword relationships and nuances in word meanings.
- Sort common objects into categories (e.g.,shapes, foods) to gain a sense of the conceptsthe categories represent.
- Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
- Identify real-life connections between wordsand their use (e.g., note places at school thatare colorful).
- Distinguish shades of meaning among verbsdescribing the same general action (e.g.,walk, march, strut, prance) by acting out themeanings.
L.6 / Use words and phrases acquired throughconversations, reading and being read to, andresponding to texts. / P / P / P / M
KINDERGARTEN MATHEMATICS
Counting and CardinalityKnow number names and the count sequence. / 1st / 2nd / 3rd / 4th
CC.1 / Count to100 by ones and tens / P / P / M
CC.2 / Count forward beginning from a given number within the known sequence (instead of having to begin at 1). / P / P / P / M
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). / P / P / M
Count to tell the number of objects. / 1st / 2nd / 3rd / 4th
CC.4 / Understand the relationship between numbers and quantities; connect counting to cardinality.
- When 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.
- 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 connected.
- Understand that each successive number name refers to a quantity that is one larger.
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.
Compare numbers / 1st / 2nd / 3rd / 4th
CC.6 / Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in one group in another group, e.g., by using matching and counting strategies. / P / P / M
CC.7 / Compare two numbers between 1 and 10 presented as written. / P / P / M
Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. / 1st / 2nd / 3rd / 4th
OA.1 / Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations. / I / P / P / M
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.
/ I / P / P / MOA.3 /
Decompose 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)
/ I / P / P / MOA. 4 /
For 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.
/ I / P / P / MOA. 5 /
Fluently add and subtract within 5
/ I / P / P / MNumber and Operations in Base Ten
Work with numbers 11-19 to gain foundations for place value / 1st / 2nd / 3rd / 4th
NO.1 / Compose 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 (e.g., 18=10+8): understand that these numbers are composed / I / P / M
Measurement and Data
Describe and compare measurable attributes. / 1st / 2nd / 3rd / 4th
MD.1 / Describe measureable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. / P / P / M
MD.2 / Directly compare two objects with a measureable 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. / P / P / M
Classify objects and count the number of objects in each category. / 1st / 2nd / 3rd / 4th
MD.3 / Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. / P / M
Geometry
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres.) / 1st / 2nd / 3rd / 4th
G.1 / Describe 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, and next to. / I / P / M
G.2 / Correctly name shapes regardless of their orientations or overall size. / M
G.3 / Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”) / P / M
Analyze, compare, create, and compose shapes. / 1st / 2nd / 3rd / 4th
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., having sides of equal length). / P / P / M
G.5 / Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. / P / P / M
G.6 / Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” / P / P / P / M
KINDERGARTEN SOCIAL STUDIES- Integrate the follow objectives utilizing the Common Core Reading, Writing, and Math Standards.
Civics
The student will exhibit traits of good citizenship.The student will recognize patriotic symbols and activities (e.g., Flags and etiquette)
Geography
The child will demonstrate knowledge of basic geographic concepts (e.g., familiar places, city/town, state, countries, and basic understanding of maps)The student will discuss how children in various communities and cultures are alike and different.
History
The student will understand that history relates to events/holidays and people of other times and places.Economics
The student will identify basic economic concepts.The student will explore various careers and the concept of employment (e.g. school personnel, community helpers).
KINDERGARTEN SCIENCE-Integrate the follow objectives utilizing the Common Core Reading, Writing, and Math Standards.
Process & Inquiry StandardsObserve, describe, sort and classify objects according to their common properties (e.g., animals, plants, shells, rocks, and buttons).
Participate in simple experiments to discover information (e.g., bottles of water or homemade telephone to learn about vibration and sound, simple scale to determine heavy and light).
Ask questions, make predictions, and communicate observations orally and / or in drawings.
Content Standards
The student will investigate and describe objects that can be sorted in terms of physical properties.
The student will observe and investigate plants and animals.
The student will investigate and observe the basic concepts of the Earth.
Physical Science Any 9 weeks section can be taught any 9 week period
The child will investigate and describe objects that can be sorted in terms of physical properties.Observe, describe, sort, and classify the sensory attributes of objects according to taste, smell, hearing, touch, and sight
Compare and describe the properties of some objects (e.g., float-sink, heavy-light, rough, smooth, hard-soft, magnetic-nonmagnetic, solid-liquid, wet-dry).
Observes and describes how objects move (e.g., slide, turn, twirl, and roll).
Life Science Any 9 weeks section can be taught any 9 week period
The child will observe and investigate plants and animals.Observe and describe what various plants and animals need for growth.
Observe and describe the changes that plants and animals go through during their life (e.g., seed/plant, egg/chicken).
Observe and describe how animals move. (e.g. walk, crawl, hop, fly)
Earth / Space Science Any 9 weeks section can be taught any 9 week period
The child will investigate and observe the basic concepts of the Earth.Explore and describe the properties of common earth materials (e.g. soil, rock, water)
Observe and describe daily weather (e.g., sunny, cloudy, rainy, snowy, windy, hot, warm, cold).
Observe and describe characteristics of the four seasons (e.g., temperature, weather, appropriate clothing, and changing leaves).
Describe simple conservation measures used to protect the environment.
(e.g. recycling, careful use of water)
KINDERGARTEN
MOTOR SKILL DEVELOPMENT, HEALTH & SAFETY- Integrate the follow objectives utilizing the Common Core Reading, Writing, and Math Standards.
SMALL MOTOR SKILL DEVELOPMENT
The child will participate in activities that involve small motor skills (e.g., holding and using scissors, pencils, puzzles, beads, blocks, etc.)Health & Safety
The child will participate in health-enhancing activities for the development of lifetime health and fitness.KINDERGARTEN VISUAL ART- Integrate the follow objectives utilizing the Common Core Reading, Writing, and Math Standards.
Visual Art History and Culture – The student will recognize the development of visual art from a historical and cultural perspective through music, dance, drama, and visual art in everyday life.Visual Art Expression – The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of visual art using a variety of media.
Visual Art Appreciation – The student will appreciate visual art as a vehicle of human expression (e.g., utilizing respect and thoughtfulness).
KINDERGARTEN MUSIC- Integrate the follow objectives utilizing the Common Core Reading, Writing, and Math Standards.