Pre-K Curriculum Map - Early Care and Education … · Web viewFayetteville School District Pre-K Curriculum Map Rev. 2/26/2013 Note: Due to the recent school shootings you ARE REQUIRED

Fayetteville School District Pre-K Curriculum Map Rev. 2/26/2013

Note: Due to the recent school shootings you ARE REQUIRED TO SELECT THE ADVENTURES IN LEARNING SAFETY TOPIC AS ONE OF YOUR FLEX WEEKS BEFORE THE CHRISTMAS BREAK. Other Flex Weeks in the Appendix are intended to be incorporated throughout the year.

We use Conscious Discipline as a technique. It is a way of being and doing. This is not divided by quarters. We follow the mandated Work Sampling Assessment Schedule for Pre-K, which has three

collection periods WE ARE STILL ADDING THINGS. THIS IS UNDER CONSTRUCTION. THINGS WE ARE ADDING INCLUDE:

o Books in Spanish, Arabic, and other languages; more multicultural bookso SECOND THEME FOR DRAMATIC PLAY PER TOPIC OF STUDYo RIGOROUS AND ROBUST VOCABULARY/Examples of Fine Art for each week/Poetry for each weeko INFORMATIONAL TEXT FOR EACH TOPIC! These will be coded with an I to indicate they are informational texto Examples of Quadrant D activities representing opportunities for synthesis, analysis, creation

IF YOU FIND ERRORS PLEASE E-MAIL: [email protected] Theme/Topic of Study

ECE Benchmarks for Pre-K Correlation to Common Core Standards for Kindergarten

Resources & Second Theme for Dramatic Play

Key Books & Vocabulary Words

Nursery Rhymes & SongsActivities

Week 1 – Welcome! Classroom Routines

Taking Time for Hellos(Adventures in Learning)

Social/Emotional1.1 – Demonstrates ability to make choices1.9 – Shows persistence in approaching tasks1.10 – Demonstrates trust in adults1.11 – Shows ability to separate from parents1.12 – Demonstrates interest and participates in classroom activities

1.13 – Participates in routine activities easily1.17 – Stands up for rights1.18 – Respects the rights of others

10. Actively engage in group reading activities with purpose and understanding.(CC.K.R.L.10)

1.a Follow agreed upon rules for discussions (e.g. listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)

Taking Time for Hellos (Adventures in Learning

pp. 1-22) http://www.arkansas.gov/childcare/adventures/algood.html

Hand washing Instruction From Day One!

The Kissing Hand, Audrey Penn

Froggy Goes to School, Jonathan London

Pete the Cat, Rockin’ in my School Shoes, Eric Litwin

Nursery Rhymes – Mary Had a Little Lamb

Songs: Look Who Came to School Today (to tune of Mary Had a Little Lamb)

This is the Way We Wash Our Hands (to tune of Mulberry Bush)

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http://www.arkansas.gov/childcare/adventures/algood.html



1.19 – Works cooperatively with others in completing a task1.21 – Becomes involved in solving social problems

Creative/Aesthetic2.10 – Explores and manipulates art media2.12 – Preplans art project and then works with care

Cognitive/Intellectual Learning – Language Arts

3.1 – Shows enjoyment of books and stories and discussion of them

5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)“ “

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)

Goodbye House, Frank Asch

Franklin Goes to School, Paulette Bourgeois

Ira Says Goodbye, Bernard Waber

Timothy Goes to School, Rosemary Wells

Germs are Not for Sharing, Elizabeth Verdick

Germs, Germs, Germs, Bobbi Katz and Steve Bjorkman

Those Mean,

Alphabet Song (use while washing hands – takes 23 seconds)

Clean Up Song

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3.5 – Understands that print conveys a message

5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)

1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the

Nasty, Dirty, Downright Disgusting, but Invisible Germs, Judith Rice

3

Mathematics & Science3.14 – Demonstrates the ability to order and sequence

3.15 – Demonstrates an understanding of number (how many) and numeral (3 is a numeral) relationship (numeration)

Social Studies3.30 – Functions as a member of the classroom community3.31 – Shows awareness of safe behavior3.32 – Cares for the environment

Physical Development/Health & Nutrition

4.3 – Tries new foods before deciding whether he/she likes them

Fine Motor4.6 – Coordinates eye and hand movements to complete tasks

Gross Motor4.10 – Throws, kicks, bounces, and catches

Language5.1 – Demonstrates phonological

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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)

2. Count forward from beginning from a given number within the known sequence. (CC.K.CC.2)

2. Count forward from beginning from a given number within the known sequence. (CC.K.CC.2) 4. Understand the relationship between numbers and quantities; connect counting to cardinality.(CC.K.CC.4)4.c. Understand that each successive number name refers to a quantity that is one larger. (CC.K.CC.4c)

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awareness (hearing and recognizing the sounds of language

5.3 – Expands Vocabulary

5.5 – Participates in songs,

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,strut, prance) by acting out the meanings. (CC.K.L.5.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)2c. Blend and segment onsets and rimes of single-syllable spoken words. (CC.K.R.F.2.c)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)

1b. Use frequently occurring nouns and verbs. (CC.K.L.1.b)4a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). (CC.K.L.4.a)5. With guidance and support from adults, explore word relationships and nuances in word meanings. (CC.K.L.5)5b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). (CC.K.L.5.b)

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fingerplays, rhyming activities and games

5.6 – Uses words to communicate ideas

5.8 - Participates in Group Discussion

5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)

5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer

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5.10 – Follows directions in sequence

questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)

1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)

3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)

Week 2 – Welcome! Classroom RoutinesTimes of Transition in Children’s Lives

Social/Emotional1.1 – Demonstrates ability to make choices1.9 – Shows persistence in approaching 1.12 – Demonstrates interest and participates in classroom

1.13 Participates in routine activities easily

1.16 Helps others in need

Creative/Aesthetic

Times of Transition in Children’s Lives (Adventures in Learning pp. 1-15)

http://www.arkansas.gov/childcare/adventures /algood.html (NOTE: Skip the activities and books that pertain

The Kissing Hand, Audrey Penn


Pete the Cat,

Songs: If You’re Happy and You Know It, Good Morning to You, The More We Get Together

This is the Way We Wash Our Hands (to tune of Mulberry

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http://www.arkansas.gov/childcare/adventures%20%20%20/algood.html



(Adventures in Learning)

2.1 – Shows creativity and imagination in play with materials and props

2.10 – Explores and manipulates art media

2.12 – Preplans art project and then works with care



10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places things and events and with prompting and support provide additional detail. (CC.K.SL.4)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)

10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)

5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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).

strictly to Kindergarten – Save those for later in the year when you address Transition to Kindergarten)Introduce Conscious Discipline Helper ChartOptional - Begin Webbing Into Literacy-http://curry.virginia.edu/go/wil/home.html

Explicitly Teach Hand washing!

Rockin’ in my School Shoes, Eric Litwin


Maisy Goes to Preschool, Lucy Cousins

What to Expect at Preschool, Heidi Murkoff (I)

The Night Before Preschool, Natasha Wing

Preschool Day Hooray!, Linda Straws


Timothy Goes

Bush)


All About Me

Self Portrait – Family Portrait – Start Family Tree Face PlatesHandprint Activity

Graph – Favorite Things to do at School

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http://curry.virginia.edu/go/wil/home.html

http://curry.virginia.edu/go/wil/home.html

3.4 – Demonstrates visual discrimination and visual memory skills

3.5 – Understands the Print Conveys a Message

(CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)

5a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts thecategories represent. (CC.K.L.5.a)

1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)

to School, Rosemary Wells

Germs are Not for Sharing, Elizabeth Verdick

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3.10 – Classifies objects by physical features such as shape or color

1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)

5a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (CC.K.L.5.a)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. (CC.K.G.1)2. Correctly name shapes regardless of their orientations or overall size. (CC.K.G.2)3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). (CC.K.G.3)

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3.15 Demonstrates an understanding on number (how many) and numeral (3 is a numeral) relationship (numeration)

3.32 Identifies self as a member of a specific family and cultural group

4.3 Tries new foods before deciding whether he/she likes them

4.6 Coordinates eye and hand movements to complete tasks

4.10 Throws, kicks, bounces, and catches

5.1 – Demonstrates phonological awareness (hearing and recognizing the sounds of language

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). (CC.K.G.4)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangles with full sides touching to make a rectangle?” (CC.K.G.6)


1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,strut, prance) by acting out the meanings. (CC.K.L.5.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)

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5.5 – Participates in songs, finger plays, rhyming activities, and games

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)2c. Blend and segment onsets and rimes of single-syllable spoken words. (CC.K.R.F.2.c)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)

1b. Use frequently occurring nouns and verbs. (CC.K.L.1.b)4a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). (CC.K.L.4.a)5. With guidance and support from adults, explore word relationships and nuances in word meanings. (CC.K.L.5)5b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). (CC.K.L.5.b)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)

5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)

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5.8 – Participates in group discussion

2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)

1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the

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topics and texts under discussion). (CC.K.SL.1.a)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)

Week 3 – I am a Unique Person (Adventures in Learning)

1.1 – Demonstrates ability to make choices

1.2 Demonstrates independence in personal care

1.6 Demonstrates confidence in growing abilities

1.15 – Understands and respects differences

1.19 Works cooperatively with others

2.10 Explores and manipulates art media

2.12 Preplans art projects and then works with care

3.1 Shows enjoyment of books and stories and discussion

2. Confirm understanding of a text read aloud or information presented orally or through other media byasking and answering questions about key details and requesting clarification if something is notunderstood. (CC.K.SL.2)



6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of

I am a Unique Person (Adventures in Learning)

http://www.arkansas.gov/childcare/adventures/albegin.html

All About Me - What is My Name? (Abrams & Co.)

Continue Conscious Discipline Helper Chart and Explicitly teach STAR, DRAIN, PRETZLE, and Balloon

Big Book Math (Abrams & Co.) – Counting at the ZooMinute Math – (Everyday Math) – pp. 3-14Everyday Math Teacher’s Guide – pp. 38-39, 40-43, 54-55

From Anne to Zach, Mary Jane Martin

A My Name is Alice, Jane Bayer

You are Special, Little One, Nancy Tafuri

Whoever You Are, Mem Fox

Giraffe’s Can’t Dance, Giles Andreae

ABC, I Like Me!, Nancy Carlson

People, Peter

Songs: The Best Me I Can Be, Hickety Pickety BumblebeeNursery Rhyme: Jack Be Nimble

Clean Up Song

This is the Way We Wash Our Hands (to tune of Mulberry Bush)


Option to use Second Step CD – Calm Down Song

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information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not

Write names on sentence strips and add to writing center

Introduce Second Step Puppets – Unit One – Card 1

Introduce Harcourt Science – Teacher’s Manual p. 6 – Using My Senses to Observe

Optional – Continue Webbing Into Literacy

Continue to Explicitly teach Hand washing!

Spier

Quick as a Cricket, Audrey Wood

Titch, Pat Hutchins

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3.2 Uses picture cues to tell a story

3.4 Demonstrates visual discrimination and visual memory skills

3.5 Understands that print conveys a message

understood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)

6. Use words and phrases acquired through conversations, reading and being read to, and responding totexts. (CC.K.L.6)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or piecesof information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)7. With prompting and support, describe the relationship between illustrations and the text in which theyappear (e.g., what person, place, thing, or idea in the text an illustration depicts). (CC.K.R.I.7)2. With prompting and support, retell familiar stories, including key details. (CC.K.RL.2)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.RL.3)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite authorand express opinions about them). (CC.K.W.7)

5a. Sort common objects into categories (e.g. shapes, foods) to gain a sense of the concepts the categories represent. (CC.K.L.5.a) 1a. Print many upper- and lowercase letters. (CC.K.L.1.a)

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3.7 Identifies letters and signs in the environment

3.10 Classifies objects by physical features such as shape or color

1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)

1a. Print many upper- and lowercase letters. (CC.K.L.1.a)5a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (CC.K.L.5.a)1c. Understand that words are separated by spaces in print. (CC.K.RF.1.c)1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.RF.1.b)1d. Recognize and name all upper- and lowercase letters

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3.11 Classifies objects conceptually (things that go together)

3.20 Uses senses to learn about the characteristics of the environment and to collect data (scientific process: observing)



4.7 Uses small muscles for self-help skills


5.1 Demonstrates phonological awareness (hearing and recognizing the sounds of languages)

of the alphabet. (CC.K.RF.1.d)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.RF.3.c)

5a. Sort common objects into categories (e.g. shapes, foods) to gain a sense of the concepts the categories represent. (CC.K.L.5.a)


7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,strut, prance) by acting out the meanings. (CC.K.L.5.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)2. Demonstrate understanding of spoken words,

18

5.3 Expands vocabulary

5.5 Participates in songs, finger plays, rhyming activities, and games

syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)2c. Blend and segment onsets and rimes of single-syllable spoken words. (CC.K.R.F.2.c)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)


5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)

19

5.8 Participates in group discussions

3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)2. Confirm understanding of a text read aloud or

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information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)

Week 4 - Clothing (Adventures in Learning)


4.4 Recognizes different types of food

4.5 Shows awareness that some foods are better for your body than others




4.12 Shows balance and coordination

2.1 Shows creativity and imagination in play with materials and props


9. With prompting and support, identify basic similarities in and differences between two texts on the same topic

Clothing (Adventures in Learning)

http://www.arkansas.gov/childcare/adventures/alhealthsafety.html

What Will I Wear? (Abrams & Co.)


Begin Feeling Buddies Curriculum: 1.1 Meet the Buddies, Hello, Happy and Sad and 1.2 Hello, Angry and Sad

Minute Math – (Everyday Math) – pp. 3-14

Bear Gets Dressed, Harriet Zeifert

Pete the Cat and His Four Groovy Buttons, Eric Litwin

Pete the Cat – I Love My White Shoes, Eric Litwin

Froggy Gets Dressed, Jonathan London

Shoes from Grandpa, Mem Fox

Songs: This is the Way We Dress for Summer (to tune of Mulberry Bush)

Nursery Rhymes: One, Two, Buckle My Shoe, Diddle Diddle Dumpling, Three Little Kittens

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2.2 Participates in dramatic play themes that become more involved and complex

2.3 Assumes various role in dramatic play situations

2.4 Participates freely in music activities

2.5 Enjoys singing games, dramatizing songs and moving to music

2.6 Expresses through movement what is felt and heard in various music tempos and styles


2.12 Preplans art project and then works with care

2.13 Recognizes and responds to beauty in the environment

3.1 Shows enjoyment of books and stories and discussion of them

(e.g., in illustrations, descriptions, or procedures). (CC.K.R.I.9)

10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Speaking and Listening 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)

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. (CC.K.SL.2)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)

10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)





6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic

Everyday Math Teacher’s Guide – pp. 38-39, 40-43,

Big Book Science (Abrams & Co.) – Weather

Harcourt Science Teacher’s Manual – p. 48 – Weather (Lesson 11)

Second Step – Unit One – Lesson Two – And use feeling Faces Cards

Hats, Hats, Hats, Ann Morris

Charlie Needs a Cloak, Tomie DePaola

Caps for Sale, Esphyr Slobodnika

Aunt Flossie’s Hats (and Crab Cakes Later), Elizabeth Fitzgerald Howard

A Pocket for Corduroy, Don Freeman

The Dress I’ll Wear to the Party, Shirley Neitzel

The Jacket I Wear in the

22

and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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.

Snow, Shirley Neitzel

Jesse Bear, What Will You Wear?, Nancy White Carlstrom

Shoe, Shoes, Shoes, Ann Morris

Whose Hat?, Margaret Miller

23




(CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)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). (CC.K.R.I.7)2. With prompting and support, retell familiar stories, including key details. (CC.K.RL.2)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.RL.3)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)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. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)


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3.15 Demonstrates an understanding of number (how many) and numeral (3 is a numeral) relationship (numeration)

3.18 Shows an awareness of time concepts

1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)


2. Count forward from beginning from a given number within the known sequence. (CC.K.CC.2) 4. Understand the relationship between numbers and

25

5.1 Demonstrates phonological awareness (hearing and recognizing the sounds of language)


quantities; connect counting to cardinality.(CC.K.CC.4)4.c. Understand that each successive number name refers to a quantity that is one larger. (CC.K.CC.4c)

1. Describe measurable attributes of objects, such as length or weight. Describe several measurableattributes of a single object. (CC.K.MD.1)


1b. Use frequently occurring nouns and verbs. (CC.K.L.1.b)4a. Identify new meanings for familiar words and apply

26

5.5 Participates in song, finger plays, rhyming activities, and games

5.8 Participates in group discussion

them accurately (e.g., knowing duck is a bird and learning the verb to duck). (CC.K.L.4.a)5. With guidance and support from adults, explore word relationships and nuances in word meanings. (CC.K.L.5)5b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). (CC.K.L.5.b)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)

5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)

27

5.9 Uses language to problem solve

2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)

1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)

28

Week 5 – I Have an Amazing Body (Adventures in Learning)

1.1 Demonstrates ability to make choices








6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)

I Have an Amazing Body (Adventures in Learning)


My Body (Abrams & Co.)


Continue Feeling Buddies: 1.3 Hello, Calm and Disappointed, 1.4 Hello, Anxious and Frustrated

Minute Math – (Everyday Math) – pp. 3-14

Everyday Math Teacher’s Guide – pp. 38-39, 40-45

Second Step – Unit One – We Feel Feelings In Our Bodies – Card 8

Graph Ideas – Hair Color/Eye ColorGrowth Chart

From now until the end

Here are My Hands, Bill Martin, Jr.

From Head to Toe, Eric Carle

My Hands, Aliki

My Feet, Aliki


Ruby in Her Own Time, Jonathan Emmett

Songs: Hokey Pokey, Where is Thumbkin?, Head, Shoulders, Knees and Toes, Tony Chestnut

29





10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)


1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in

of the first Work Sampling Collection Deadline be sure to select from the following and incorporate learning activities from the following every week. Make sure you list them on your lesson plans.

INDEX Math & Science pp. 38-42

Abrams & Co. Big Book Math set - (Look for Shapes – Fall)

Everyday Math Minute Math book, pp. 3-14, 18, 56-57, 63-69, 85-86.

Everyday Math Teacher's Guide pp. 30-83, 236-264

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3.10 Classifies objects by physical features such as shape or color.

3.15 Demonstrates an understanding of number (how many) and numeral (3 is a numeral)

3.17 Shows understanding of different relationships of objects in space (spatial relations)

written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)



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3.21 Uses words to describe the characteristics of objects (scientific process: communicating)

4.1 Identifies body parts and understands their functions




5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) anddrawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, ?can you join these two triangleswith full sides touching to make a rectangle?” (CC.K.G.6)

6. Identify whether the number of objects in one group is greater than, less than, or equal to thenumber of objects in another group, e.g., by using matching and counting strategies. (Includegroups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) anddrawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangleswith full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurableattributes of a single object. (CC.K.MD.1)2. Directly 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 theheights of two children and describe one child as taller/shorter. (CC.K.MD.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite authorand express opinions about them). (CC.K.W.7)

7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite authorand express opinions about them). (CC.K.W.7)

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4.9 Participates in gross motor activities


4.11 Runs, jumps, hops, skips



5.4 Recognizes and identifies by name most common objects and pictures

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,strut, prance) by acting out the meanings. (CC.K.L.5.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)2c. Blend and segment onsets and rimes of single-syllable spoken words. (CC.K.R.F.2.c)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional

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5.5 Participates in songs, fingerplays, rhyming activities, and games


detail. (CC.K.SL.4)

4. Ask and answer questions about unknown words in a text. (CC.K.R.L.4)5a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (CC.K.L.5.a)5c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). (CC.K.L.5.c)7. With prompting and support, describe the relationship between illustrations and the story in which theyappear (e.g., what moment in a story an illustration depicts). (CC.K.R.L.7)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)

5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)

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5.10 Follows Directions in sequence

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)


3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)

Week 6 - 1.1 Demonstrates ability to make I’m Healthy, Abrams & Co. Just Me in the Songs: Mulberry

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I’m Healthy (Abrams & Co.)

choices

2.1 Shows creativity and imagination in play with props


2.3 Assumes various roles in dramatic play situations

2.11 Creates drawings and paintings that gradually become more detailed and realistic



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). (CC.K.R.I.9)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)


3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)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. (CC.K.W.3)

Adventures in Learning, People and Places in the Community that Help Keep Us Healthy, pp. 1-15Continue Conscious Discipline Helper Chart and Explicitly teach STAR, DRAIN, PRETZLE, and Balloon

Continue Feeling Buddies: 1.5 When I Feel ___, My Face Looks Like This and 2.1 Anger Gets Ahold of Me

Big Book Science (Abrams) – Let’s Eat

Everyday Math – Continue Minute Math

Second Step – Continue Second Step in Order – Revisit as Needed/ Always use for Teachable Moments

Apples Lessons/Graph

Tub, Mercer MayerFroggy Goes to the Doctor, Jonathan London

The Bearenstein Bears Visit the Dentist, Stan & Jan Bearenstein

Curious Goes to the Hospital, Margaret & H. A. Rey

Arthur’s Loose Tooth, Lillian Hoban

The Bear’s Toothache, David McPhail

The Bearenstein Bears Go to the Doctor, Stan & Jan

Bush (Use as Hand washing song also)Choosy Kids – My Heart Says ThanksNursery Rhyme: Jack and Jill

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6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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).

Bearenstein

How Many Teeth, Paul Showers

Just Going to the Dentist, Mercer Mayer

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3.5 Understands that print conveys

(CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (CC.K.W.8)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)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). (CC.K.R.I.7)2. With prompting and support, retell familiar stories, including key details. (CC.K.RL.2)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.RL.3)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)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

38

a message

3.6 Demonstrates interest in using writing for a purpose

occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)



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3.8 Uses known letters or approximation of letters to represent written language

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1a. Print many upper- and lowercase letters. (CC.K.L.1.a)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)Speaking and Listening 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)1. Use 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 .). (CC.K.W.1)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. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)

5a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (CC.K.L.5.a)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). (CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5) 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some

40



information about the topic. (CC.K.W.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite authorand express opinions about them). (CC.K.W.7)

1d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (CC.K.L.1.d)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)2b. Recognize and name end punctuation. (CC.K.L.2.b)2d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. (CC.K.L.2.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell areader the topic or the name of the book they are writing about and state an opinion or preference aboutthe topic or book (e.g., My favorite book is . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)


6. Identify whether the number of objects in one group is greater than, less than, or equal to thenumber of objects in another group, e.g., by using matching and counting strategies. (Include

41

3.29 Manipulates and combines two-dimensional shapes





4.11 Runs, jumps, hops, and skips


5.6 Uses words to communicate ideas

groups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) anddrawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangleswith full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurableattributes of a single object. (CC.K.MD.1)2. Directly 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 theheights of two children and describe one child as taller/shorter. (CC.K.MD.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)

1b. Use frequently occurring nouns and verbs. (CC.K.L.1.b)4a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). (CC.K.L.4.a)

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5. With guidance and support from adults, explore word relationships and nuances in word meanings. (CC.K.L.5)5b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). (CC.K.L.5.b)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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.

43

(CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)


Week 7 –I Use My Senses To Learn About My Environment (Adventures in Learning)






2.6 Expresses through movement what is felt and heard in various musical tempos and styles

2.8 Identifies the source of a




I Use My Senses To Learn About My Environment (Adventures in Learning)

http://www.arkansas.gov/childcare/adventures/albegin.htmlAll About My Senses (Abrams & Co.)


Continue Feeling Buddies:

Ferdinand, Leo Lionni

(I) Is it Rough? Is it Smooth? Is it Shiny?, Tana Hoban

I Went Walking, Sue Williams

Polar Bear, Polar Bear, What do You Hear?, Bill Martin Jr.

Songs: Tooty Ta, Eyes to See WithNursery Rhymes: Little Miss Muffett

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variety of sounds

2.9 Moves in time to the beat







6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)

2.2 It Bugs Me When ___?And 2.3 Breathe and ThinkBig Book Science, (Abrams & Co.) I Learn With My Senses

Big Book Math, (Abrams & Co.) – Look For Shapes

Poem: My Five Senses (in Big Book and Abrams & Co. Teacher Resource Curriculum Book)


My Five Senses, Aliki

Brown Bear, Brown Bear, What Do You See?, Bill Martin Jr.

The Listening Walk, Paul Showers

The Very Busy Spider, Eric Carle

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6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)


1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)

46




1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)



6. Identify whether the number of objects in one group is greater than, less than, or equal to thenumber of objects in another group, e.g., by using matching and counting strategies. (Includegroups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) anddrawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangleswith full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurableattributes of a single object. (CC.K.MD.1)

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3.22 Makes comparisons (scientific process: comparing)




2. Directly 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 theheights of two children and describe one child as taller/shorter. (CC.K.MD.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)


1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,strut, prance) by acting out the meanings. (CC.K.L.5.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)2c. Blend and segment onsets and rimes of single-syllable spoken words. (CC.K.R.F.2.c)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)

48



3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)


6. Use words and phrases acquired through conversations, reading and being read to, and

49

responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)

Week 8 – Choose from Flex List

Flex Week Continue Feeling Buddies: 2.4 Going to the Safe Place and 2.5 “It Bugs Me When” Class Book”

Week 9 – I Have Feelings and Emotions




1.10 Trust adults for help and comfort

I Have Feelings and Emotions (Adventures in Learning)http://www.arkansas.gov/childcare/adventures/albegin.htmlWe All Have Feelings (Abrams & Co.)

The Way I Feel, Janan Cain

Sometimes I Feel Like a Mouse, Jeanne Modesitt

Song – If you’re Happy and You Know it

Graph – How Do You Feel Today?

Bug Bug Activity w/ Grouchy Ladybug/

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1.17 Stands up for rights

1.18 Respects the rights of others


1.21 Becomes involved in social problems




6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters,


Continue Feeling Buddies: 3.1 Strong Emotions and 3.2 Belly Breathing

Second Step – Unit One – Lesson Two – Cards 2 & 3 – Revisit - And use feeling Faces CardsOption to extend this for week 10 as well

Guess How Much I Love You, Sam McBratney

When Sophie Gets Angry – Really Really Angry, Molly Bang

Let’s Go Home, Little Bear, Martin Waddell

I Was So Mad!, Mercer Mayer

Miss Tizzy, Libba Moore Gray

Love You Forever, (Siempre te Querre) Robert Munsch & Sheila McGraw

Top Ten Things That Make Us Happy

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settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)

1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). (CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the

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3.31 Identifies self as a boy or girl

4.3 Tries new foods before

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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)

2. Count forward from beginning from a given number within the known sequence. (CC.K.CC.2) 4. Understand the relationship between numbers and quantities; connect counting to cardinality.(CC.K.CC.4)

6. Identify whether the number of objects in one group is greater than, less than, or equal to thenumber of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangles with full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (CC.K.MD.1)2. Directly 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

53

deciding whether he/she likes them






children and describe one child as taller/shorter. (CC.K.MD.2)

5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)

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1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)


6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)

55

6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)

Week 10 –I Have Feelings and Emotions (Adventures in Learning)












6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (CC.K.R.I.6)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

I Have Feelings and Emotions (Adventures in Learning)http://www.arkansas.gov/childcare/adventures/albegin.htmlGetting Along With Others – We Share (Abrams & Co.)Continue Conscious Discipline Helper Chart and Explicitly teach STAR, DRAIN, PRETZLE, and Balloon

Continue Feeling Buddies: 3.3 Draining and Ballooning and 3.4 The Pretzel

Everyday Math Teacher’s Guide – Pp. 96, 98, 100, 102, 104, 276, 278, 296 - 330

Everyday Math Minute Math – pp. 22, 23, 56, 59, and all previous counting pages

Harcourt Science, Lesson 13, p.56


The Rainbow Fish, Marc Pfister

The Doorbell Rang, Pat Hutchins




Billy’s Buttons, William

Nursery Rhymes: Baa Baa Black Sheep, Little Boy Blue

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illustration depicts). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)

1a. Print many upper- and lowercase letters. (CC.K.L.1.a)

Abrams & Co. Big Book Math – Match Up Fun


Accorsi

57




1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). (CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)



58







5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer

59


questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)


6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and

60

ideas clearly. (CC.K.SL.6)Week 11 – I Have Feelings and Emotions (Adventures in Learning)












6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)

Adventures in Learning - I Have Feelings and Emotions http://www.arkansas.gov/childcare/adventures/albegin.htmlWe’re Kind – Ms. K is a Kind Kid!


Continue Feeling Buddies:3.5 The “I Calm Myself” Book

Big Book Math – Let’s Make Patterns

Everyday Math Teacher’s Guide – Pp. 38 – 84



Rainbow Fish to the Rescue, Marc Pfister

Across the Stream, Missa Ginsburg




Fingerplay – Five Little Ducks

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8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)

1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and

62




4.3 Tries new foods before

basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). (CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)



63








64





65

Week 12 – Adventures in Learning – I Am Part of A Family

1.8 Uses planning in approaching a task or activity

1.15 Understands and respects differences




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. (CC.K.SL.2)



6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)

Adventures in Learning – I Am Part of A Family http://www.arkansas.gov/childcare/adventures/alfam.html

Abrams & Company – Families Help Each Other


Continue Feeling Buddies:4.1 Keeping Our Feeling Buddies Safe and 4.2 Making Friends With My Buddies

Everyday Math Teacher’s Guide – continue from previous week

Everyday Math Minute Math – p. 25 – Musical Counting

Abrams & Co. Big Book Science – Our Earth (if you put a global/multicultural spin on families)

Families Are Different, Nina Pellegrini

Can I Help?, Marilyn Janovitz

How Can I Help?, Christine Hood

Does a Kangaroo Have a Mother Too?, Eric Carle

Just Me & My Dad, Mercer Mayer

Ask Mr. Bear, Marjorie Flack

Grandfather and I, Helen E. Buckley

Grandmother and I, Helen E. Buckley

Nursery Rhyme – Hey Diddle Diddle & Diddle Diddle Dumpling

Chart/Graph – How Do You Help at Home?

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http://www.arkansas.gov/childcare/adventures/alfam.html




Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)7. With prompting and support, describe the relationship between illustrations and the text in which they appear


A Baby Sister for Francis, Russell Hoban


Lucy’s Picture, Nicola Moon

Mama Zooms, Jane Cowen-Fletcher

Mama, Do You Love Me?, Barbra Joose

My Dad is Awesome, Nick Butterworth

My Mom is Excellent, Nick Butterworth

Owl Babies, Martin

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(e.g., what person, place, thing, or idea in the text an illustration depicts). (CC.K.R.I.7)2. With prompting and support, retell familiar stories, including key details. (CC.K.RL.2)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.RL.3)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)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. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)

1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing

Waddell

Peter’s Chair, Martin Waddell

Runaway Bunny, Margaret Wise Brown

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3.13 Demonstrates one-to-one correspondence


3.27 Uses numbers in daily activities

to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)

5a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (CC.K.L.5.a)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). (CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)2. Use 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. (CC.K.W.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)

4a. 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. (CC.K.CC.4a)6. Identify 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. (Includegroups with up to ten objects.) (CC.K.CC.6)

2. Count forward from beginning from a given number within the known sequence. (CC.K.CC.2)

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3.28 Describes the characteristics of both two-dimensional shapes and geometric solids





5.2 Uses effective oral

4. Understand the relationship between numbers and quantities; connect counting to cardinality.(CC.K.CC.4)4.c. Understand that each successive number name refers to a quantity that is one larger. (CC.K.CC.4c)

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,strut, prance) by acting out the meanings. (CC.K.L.5.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)2c. Blend and segment onsets and rimes of single-syllable spoken words. (CC.K.R.F.2.c)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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communication skills: speaking in complete sentences, speaking with appropriate grammar



(CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)

1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts withpeers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)



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2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)


6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)

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2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)


Week 13 – Adventures in Learning – I Am A Unique Person


1.15 Understands and respects differences

2.1 Shows creativity and imagination in play with materials

10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places things and events

Adventures in Learning – I Am A Unique Personhttp://www.arkansas.gov/childcare/adventures/albegin.html

Abrams & Company –

Book - What A Wonderful World, George David Weiss & Bob Theile

Activity - Sun and Shadows – Silhouettes

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and props


2.10 Explores and manipulates art Media



and with prompting and support provide additional detail. (CC.K.SL.4)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)

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). (CC.K.R.I.9) 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)



6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)

We’re All Different


Continue Feeling Buddies: 4.3 Helping My Buddies and 4.4 Using the Feeling Buddies Safe Place

Everyday Math Teacher’s Guide – continue previous pages and do pp. 140-155

Abrams & Co. Big Book Math – Match Up Fun


Continue Feeling Buddies:4.5 Flipping Our Feelings and 5.1 Listening to Your Feelings

(NOTE: You may want to start practicing this with props to prepare for graduation)

A My Name is Alice, Jane Bayer

All Kinds of Children, Norma Simon

All the Colors of the Earth, Sheila Hamanka

Two Eyes, A Nose, and A Mouth, Roberta Intrater

My Feet, Aliki

You Are Special, Little One, Nancy Tafuri

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10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (CC.K.W.8)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)

Whoever You Are, Mem Fox

Giraffe’s Can’t Dance, Giles Andraea

Chrysan-themum, Kevin Henkes

ABC I Like Me!, Nancy Carlson

I Like Me!, Nancy Carlson


Titch, Pat Hutchins

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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). (CC.K.R.I.7)2. With prompting and support, retell familiar stories, including key details. (CC.K.RL.2)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.RL.3)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)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. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)


1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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

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3.16 Demonstrates an understanding of addition and subtraction, using manipulatives


state an opinion or preference about the topic or book (e.g., My favorite book is . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)

4. Understand the relationship between numbers and quantities; connect counting to cardinality. (CC.K.CC.4)4b. 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. (CC.K.CC.4b)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 numberfrom 1-20, count out that many objects. (CC.K.CC.5)6. Identify 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. (Includegroups with up to ten objects.) (CC.K.CC.6)1. Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (CC.K.OA.1)2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. (CC.K.OA.2)3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or

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4.3 Tries new foods before deciding whether he/she like them


4.11 Runs, jumps, hops and skips


4.13 Climbs up and down equipment

5.1 Demonstrates phonological awareness (hearing and

drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). (CC.K.OA.3)

6. Identify whether the number of objects in one group is greater than, less than, or equal to thenumber of objects in another group, e.g., by using matching and counting strategies. (Includegroups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) anddrawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangleswith full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurableattributes of a single object. (CC.K.MD.1)2. Directly 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 theheights of two children and describe one child as taller/shorter. (CC.K.MD.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)

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recognizing the sounds of language)




79


2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)2. Confirm understanding of a text read aloud or

80

information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)

Week 14 – Choose from Flex Week List – See Appendix

Flex Week –You must do Adventures in Learning: Safety unit if you did not do it during week 8


Continue Feeling Buddies: 5.2 Turning on My Thinking Brain and 5.3 Cranky Cream and Calming Books

Week 15 – Abrams & Company – What is Opposite?




6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection

Adventures in Learning – Magnets http://www.arkansas.gov/childcare/adventures/pdf/magnetcur.pdf

Abrams & Company – What is Opposite?

Continue Conscious Discipline Helper Chart

What Magnets Can Do, Allan Fowler

What Makes a Magnet?, Franklyn Branley

Opposites, Sandra Boynton

Rhymes & Songs – Twinkle Twinkle Little Star; Star Light, Star Bright; Higglety Pigglety Pop

Activity ideas: Cloud Pictures, Cloud Variations, Opposite pictures, Decorate

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http://www.arkansas.gov/childcare/adventures/pdf/magnetcur.pdf



between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get

and Explicitly teach STAR, DRAIN, PRETZLE, and Balloon

Continue Feeling Buddies:5.4 Connecting With Others and I Have Choices

Everyday Math – Match Up Game p. 110

Dual Theme Week:Harcourt Science – The Sky, Cloud Watching p.44


Good Morning, Good Night, Michael Grejniec

Paddington’s Opposites, Michael Bond

Big and Little, Steve Jenkins

Opposites / Opuestos (English and Spanish Foundations Series) (Bilingual), Gladys Rosa-Mendoza

Big Dog, Little Dog, P. D. Eastman(Perro Grande Perro Pequeño)

It looked Like Spilt Milk, Charles Shaw

an O with circles, Practice writing O

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http://www.amazon.com/Gladys-Rosa-Mendoza/e/B001JS1ZDS/ref=ntt_athr_dp_pel_1

http://www.amazon.com/Gladys-Rosa-Mendoza/e/B001JS1ZDS/ref=ntt_athr_dp_pel_1



information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (CC.K.W.8)


5a. Sort common objects into categories (e.g., shapes,

83



foods) to gain a sense of the concepts the categories represent. (CC.K.L.5.a)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). (CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)2. Use 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. (CC.K.W.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)


6. Identify whether the number of objects in one group is greater than, less than, or equal to thenumber of objects in another group, e.g., by using matching and counting strategies. (Includegroups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) anddrawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangleswith full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurable

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3.23 Shows awareness of cause-effect relationships


attributes of a single object. (CC.K.MD.1)2. Directly 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 theheights of two children and describe one child as taller/shorter. (CC.K.MD.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)




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5.5 Participates in songs, fingerplays, rhyming activities and games



5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)10. Actively engage in group reading activities with

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purpose and understanding. (CC.K.R.L.10)


Week 16 – Adventures in Learning – Health and Safety: Nutrition





Adventures in Learning – Health and Safety: Nutritionhttp://www.arkansas.gov/childcare/adventures/alhealthsafety.html

Abrams & Company – Everyone Needs Food

Bread, Bread, Bread, Ann Morris


Daddy Makes the Best Spaghetti,

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6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and


Continue Feeling Buddies: 5.5 I Have Choices and 6.1 Seeing with Loving Eyes

Big Book Science – Weather – Vocabulary, Rain Poem, p. 48 in Teacher’s Guide– Dressing for Weather


Anna Grossnickle Hines

Mouse Mess, Linnea Riley

How Do Dinosaurs Eat Their Food?, Jane Yolen

Who Took The Cookies From The Cookie Jar, Rozanne Lanczak

The Napping House, Audrey Wood

Time for Bed, Mem Fox

Bread and Jam for Francis, Russell Hoban

Growing Vegetable Soup, Lois

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illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)


5a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (CC.K.L.5.a)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). (CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they

Ehlert

Pancakes for Breakfast, Tomie DePaola

Pancakes, Pancakes, Eric Carle

The Ugly Vegetables, Grace Lyn

Fruits and Vegetables/Frutas y Vegetales, Gladys Rosa-Mendoza

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name what they are writing about and supply some information about the topic. (CC.K.W.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)

1d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (CC.K.L.1.d)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)2b. Recognize and name end punctuation. (CC.K.L.2.b)2d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. (CC.K.L.2.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell areader 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 . . .). (CC.K.W.1)2. Use 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. (CC.K.W.2)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. (CC.K.W.3)



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3.14 Demonstrates the ability to order and sequence

3.15 Demonstrates an understanding of number (how many) and numeral (3 is a numeral) relationships (numeration)



4a. 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. (CC.K.CC.4a)6. Identify 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. (Include groups with up to ten objects.) (CC.K.CC.6)

2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). (CC.K.CC.2)

2. Count forward from beginning from a given number within the known sequence. (CC.K.CC.2) 4. Understand the relationship between numbers and quantities; connect counting to cardinality. (CC.K.CC.4)4.c. Understand that each successive number name refers to a quantity that is one larger. (CC.K.CC.4c)

1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (CC.K.MD.1)

6. Identify whether the number of objects in one group is greater than, less than, or equal to thenumber of objects in another group, e.g., by using matching and counting strategies. (Includegroups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) anddrawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangleswith full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurableattributes of a single object. (CC.K.MD.1)2. Directly compare two objects with a measurable

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4.10 Throws, kicks, bounces and catches




attribute in common, to see which object has“more of”/“less of” the attribute, and describe the difference. For example, directly compare theheights of two children and describe one child as taller/shorter. (CC.K.MD.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)


1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,strut, prance) by acting out the meanings. (CC.K.L.5.d)1. Demonstrate understanding of the organization and

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basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)2c. Blend and segment onsets and rimes of single-syllable spoken words. (CC.K.R.F.2.c)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)


5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and

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responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)


6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)

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1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)


Week 17 - Choose from Flex Week List

Flex Week Continue Feeling Buddies: 6.2 Using Your Big Voice and 6.3 Problem-Solving with The Time Machine

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– See AppendixWeek 18 - Choose from Flex Week List – See Appendix

Flex Week Continue Feeling Buddies:6.4 You Can Handle It and 6.5 Problem-Solving with Visual Routines

Week 19 – ExerciseAdventures in Learning – (Section from Health and Safety on Exercise)










6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer

Adventures in Learning – (Section from Health and Safety on Exercise)http://www.arkansas.gov/childcare/adventures/pdf/ALHEALTHNUT.pdf

Abrams & Company – Everyone Needs Exercise


Continue Feeling Buddies: 7 Final LessonEveryday Math – Shapes pp. 244-246 (s. 1-11)

Continue Minute Math

Second Step – Continue

5 Little Monkeys Jumping on the Bed, Eileen Christelow

D.W. Rides Again, Marc Brown

Bearobics, Vic Parker

The Hokey Pokey, Charles P. Macak

Clap Your Hands, Lorinda Cauley

Read From Head to Toe, act out movements. (Balance and Control)

Use YOGA CARDS with children

Tiny Tim

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http://www.arkansas.gov/childcare/adventures/pdf/ALHEALTHNUT.pdf



3.4 Demonstrates visual discrimination and visual memory

questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and

Second Step in Order – Revisit as Needed/ Always use for Teachable Moments

Jump Frog Jump, Robert Kalan

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skills



ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)



1d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (CC.K.L.1.d)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)2b. Recognize and name end punctuation. (CC.K.L.2.b)2d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. (CC.K.L.2.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3c. Read common high-frequency words by sight. (e.g.,

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3.20 Uses senses to learn about

the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell areader 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 . . .). (CC.K.W.1)2. Use 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. (CC.K.W.2)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. (CC.K.W.3)





2. Count forward from beginning from a given number within the known sequence. (CC.K.CC.2) 4. Understand the relationship between numbers and quantities; connect counting to cardinality. (CC.K.CC.4)4.c. Understand that each successive number name

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the characteristics of the environment and to collect data (scientific process: observing)







refers to a quantity that is one larger. (CC.K.CC.4c)




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101



detail. (CC.K.SL.4)



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6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)

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4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)


Week 20 – Adventures in Learning – Health and Safety (Section addressing Rest)










6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic

Adventures in Learning – Health and Safety (Section addressing Rest) http://www.arkansas.gov/childcare/adventures/pdf/ALHEALTHNUT.pdf

Abrams & Company – Everyone Needs Rest


Everyday Math – pp. 188-189 (Taking Surveys – Which do you Prefer –

The Napping House, Audrey Wood

Time for Bed, Mem Fox

Good Night Moon, Margaret Wise Brown

Good Night, Claire Masurel

Close your Eyes, Kate Banks

“No Nap!”,

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and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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.

Enough Sleep or Not Enough Sleep)

Continue Minute Math


Eve Bunting

Naptime Slippers, Andrew Clements

Sweet Dreams, Maisy, Lucy Clemens

Time to Say Goodnight, Sally Lloyd-Jones

Tucking Mommy In, Morag Loh

Froggy Goes to Bed, Jonathan London

Ten Little Lambs, Alice McGinty

Good Night Engines, Denise

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(CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)



1d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (CC.K.L.1.d)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)2b. Recognize and name end punctuation. (CC.K.L.2.b)2d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. (CC.K.L.2.d)1. Demonstrate understanding of the organization and

Mortenson

Sleepy Book, Charlotte Zolotow

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basic features of print. (CC.K.R.F.1)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell areader 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 . . .). (CC.K.W.1)2. Use 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. (CC.K.W.2)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. (CC.K.W.3)





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4.6 Coordinates eye and hand





108

movements to complete tasks





1b. Use frequently occurring nouns and verbs. (CC.K.L.1.b)4a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and

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learning the verb to duck). (CC.K.L.4.a)5. With guidance and support from adults, explore word relationships and nuances in word meanings. (CC.K.L.5)5b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). (CC.K.L.5.b)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)

5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic

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and retell key details of a text. (CC.K.R.I.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)



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Week 21 - Choose from Flex Week List – See Appendix

Week 22 –Places Families Call Home (Adventures in Learning)

1.8 Uses planning in approaching a task or activity



2.8 Identifies the source of a variety of sounds






6. Use words and phrases acquired through conversations, reading and being read to, and

Adventures in Learning – Places Families Call Homehttp://www.arkansas.gov/childcare/adventures/alfam.html

Abrams & Company – Everyone Needs a Home


Harcourt Science – Lesson 6 – Where Plants and

Houses and Homes, Ann Morris

The Three Bears, Paul Galdone

A Chair for My Mother, Vera B. Williams


Charles of the

Nursery Rhyme – There Was An Old Lady Who Lived in a Shoe, Peter Peter Pumpkin Eater (New Versions from Conscious Discipline)

To Market To Market

Graph: Favorite Room at Home (or How Many People Live in Your Home?)

The Round Red House

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responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)2. Confirm understanding of a text read aloud or

Animals Live p. 28-31(Introduce, then expand later)

Big Book Math – It All Adds Up

Everyday Math – Patterns and Sorting pp. 296-330 & Graphing pp. 172-190


Wild, John and Ann Hassert

Reduce, Reuse, Recycle, Suzanne Williams

Over in the Meadow, David Carter

Where Does All the Garbage Go?, Melvin Berger

Sorting – household items

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information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)


1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they

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occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)


2. Count forward from beginning from a given number within the known sequence. (CC.K.CC.2) 4. Understand the relationship between numbers and quantities; connect counting to cardinality.(CC.K.CC.4)4.c. Understand that each successive number name refers to a quantity that is one larger. (CC.K.CC.4c)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,

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strut, prance) by acting out the meanings. (CC.K.L.5.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)2c. Blend and segment onsets and rimes of single-syllable spoken words. (CC.K.R.F.2.c)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)


4. Ask and answer questions about unknown words in a text. (CC.K.R.L.4)5a. Sort common objects into categories (e.g., shapes,

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foods) to gain a sense of the concepts the categories represent. (CC.K.L.5.a)5c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). (CC.K.L.5.c)7. With prompting and support, describe the relationship between illustrations and the story in which theyappear (e.g., what moment in a story an illustration depicts). (CC.K.R.L.7)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)


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1a. Follow agreed-upon rules for discussions (e.g.,

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listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)

Week 23 –Safety, Travel Safety and Taking Care of Vehicles(Adventures in Learning)









6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)

Adventures in Learning –Safety, Travel Safety and Taking Care of Vehicleshttp://www.arkansas.gov/childcare/adventures/pdf/travsafeveh.pdf

Abrams & Company – On the Go – SafelyContinue Conscious Discipline Helper Chart and Explicitly teach STAR, DRAIN, PRETZLE, and Balloon

Harcourt Science – Lesson 18 – Simple Machines pp. 76-79

Big Book – I Keep Myself Safe

Everyday Math – Counting pp. 38-84

I Read Signs, Tana Hoban (I)

Who Sank the Boat? Pamela Allen (I)

Five Little Monkeys Wash the Car, Eileen Christelow

Curious George Rides a Bike, Margaret & H. A. Rey

City Signs, Zoran Milich (I)

Fire Engines,

Graph – Land/Air/Water

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http://www.arkansas.gov/childcare/adventures/pdf/travsafeveh.pdf




6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information from


Ann Rockwell

Red Light, Green Light, Margaret Wise Brown

Down By The Station, Will Hlillenbrand

(I) On The Go, Ann Morris

Officer Buckle and Gloria, Peggy Rathmann

Curious George Visits a Police Station, Margaret & H. A. Rey

D. W. Rides Again, Marc Brown

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provided sources to answer a question. (CC.K.W.8)



1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)

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1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)

4. Understand the relationship between numbers and quantities; connect counting to cardinality. (CC.K.CC.4)4b. 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. (CC.K.CC.4b)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. (CC.K.CC.5)6. Identify 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. (Include groups with up to ten

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objects.) (CC.K.CC.6)1. Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (CC.K.OA.1)2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. (CC.K.OA.2)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). (CC.K.OA.3)

6. Identify 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. (Include groups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) anddrawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangles with full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (CC.K.MD.1)2. Directly 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. (CC.K.MD.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)

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4.13 Climbs up and down on equipment




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detail. (CC.K.SL.4)



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Week 24 – Adventures in Learning – Pets

1.3 Demonstrates ability to play independently




2.11 Creates drawings and paintings that gradually become more detailed and realistic




3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)1. Use 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 . . .). (CC.K.W.1)2. Use 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. (CC.K.W.2)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

Adventures in Learning – Petshttp://www.arkansas.gov/childcare/adventures/alanimals.html

Abrams & Company – Animals at Home


Harcourt Science - Science Lesson pp. 12-15 Is A Pet A Living Thing? Lesson 3 pp.16-19 – What Am I? game

Everyday Math – Counting pp.56-57, pp.108-109Graphing G.5 – Classroom Voting pp. 180-189G.9 – Taking Survey – pp.188-189Positions/Spatial Relations

Harry the Dirty Dog, Gene Zion

Clifford Takes a Trip/Clifford the Big Red Dog/Clifford the Small Red Puppy/Clifford We Love You, Norman Bridwell

Dear Mrs. La Rue: Letters from the Obedience School, Mark Teague

Fish is Fish, Leo Lionni

Frog, Where are you?, Mercer Mayer

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http://www.arkansas.gov/childcare/adventures/alanimals.html



3.1 Shows enjoyment of books and stories and discussions of them

occurred, and provide a reaction to what happened. (CC.K.W.3)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)

– R.4 – Oh Where Oh Where Has My Little Dog Gone?


Good Dog Carl, Alexandra Day

Franklin Wants a Pet, Paulette Bourgeois

My Dog Rosie, Isabelle Harper

Have You Seen My Cat?, Eric Carle

Here Comes the Cat, Frank Asch

How Much is That Doggie in the Window?, Iza Trapani

Just Me and My Puppy, Mercer Mayer

Kitten’s First Full Moon,

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1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (CC.K.W.8)


1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which

Kevin Hanks

McDuff Moves In, Rosemary Wells

No Roses for Harry! Gene Zion

Pretend You’re a Cat, Jean Marzello

Swimmy, Leo Lionni

The Stray Dog, Marc Simon

Top Cat, Lois Ehlert

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they name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)




4a. When counting objects, say the number names in the

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3.15 Demonstrates an understanding of number (how many) and numeral ( 3 is a numeral) relationship (numeration)


3.20 Uses senses to learn about the characteristics of the environment and to collect data

standard order, pairing each object with one and only one number name and each number name with one and only one object. (CC.K.CC.4a)6. Identify 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. (Include groups with up to ten objects.) (CC.K.CC.6)



4. Understand the relationship between numbers and quantities; connect counting to cardinality. (CC.K.CC.4)4b. 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. (CC.K.CC.4b)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. (CC.K.CC.5)6. Identify 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. (Include groups with up to ten objects.) (CC.K.CC.6)1. Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (CC.K.OA.1)2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or

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(scientific process: observing


4.2 Demonstrates health and personal care habits





5.1 Demonstrates phonological awareness (hearing and recognizing the sounds of

drawings to represent the problem. (CC.K.OA.2)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). (CC.K.OA.3)

6. Identify 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. (Include groups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangleswith full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (CC.K.MD.1)2. Directly compare two objects with a “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. (CC.K.MD.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)


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language)




1b. Use frequently occurring nouns and verbs. (CC.K.L.1.b)4a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). (CC.K.L.4.a)5. With guidance and support from adults, explore word relationships and nuances in word meanings. (CC.K.L.5)5b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites

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(antonyms). (CC.K.L.5.b)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)


5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)2. Confirm understanding of a text read aloud or

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information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)


6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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.

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(CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)


Week 26 – Choose from Flex Week List – See AppendixWeek 27 - Animals on the Farm(Adventures in Learning and Abrams and Company)




2.3 Assumes various roles in



Adventures in Learning – Animals on the Farmhttp://www.arkansas.gov/childcare/adventures/alanimals.html

Abrams & Company – Animals on the FarmHarcourt Science – Lesson 5, pp. 24-27 (Animals and Their Young, Read about eggs, Hatch an egg)

Continue Conscious

Old MacDonald Had a Farm, Pam Adams

I Went Walking, Sue Williams

Rosie’s Walk, Pat Hutchins

Ask Mr. Bear,

Old McDonald Had a Farm

The Farmer in the Dell

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dramatic play situations


2.5 Enjoys singing game, dramatizing songs and moving to music




10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)




6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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

Discipline Helper Chart and Explicitly teach STAR, DRAIN, PRETZLE, and Balloon

Harcourt Science – Lesson 6, pp. 28-31 (How are animals alike and different)

Everyday Math – Counting – C.9, pp. 54-55 (Five Hungry Animals)N 16, pg. 124-125, Animals on ParadeOperations 0 – 6, Animal Number Stories, pp. 150-151

Measurement M-13, Classroom Cooking, pp. 224-227

Marjorie Flack

Are you My Mother?, P. D. Eastman

Barn Dance, Bill Martin

Charlie Needs a Cloak, Tomie de Paola

Color Farm, Lois Ehlert

Hattie and the Fox, Mem Fox

If You Give a Pig a Pancake, Laura Numeroff

Little Red hen, Paul Galdone

Mr. Gumpy’s Outing, John Burningham

Piggies, Don &

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3.4 Demonstrates visual discrimination and memory skills


illustration depicts). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)

5a. Sort common objects into categories (e.g. shapes, foods) to gain a sense of the concepts the categories

Audrey Wood

The Real Mother Goose, Blanche Fisher Wright

The Tale of Peter Rabbit, Beatrix Potter

The Three Pigs, Paul Galdone

Click, Clack, Moo – Cows That Type, Doreen Cronin

Giggle, Giggle, Quack, Quack, Doreen Cronin

The Cow that Went Oink, Bernard Most

Cock-A-Doodle Moo!, Bernard MostCock-A-

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3.15 Demonstrates an

represent. (CC.K.L.5.a)

1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). (CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)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. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)

1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell areader 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing

Doodle-Doo, Jill Runcie

Barn Dance, Bill Martin Jr.

Barnyard Banter, Denise Fleming

Farmer Duck, Martin Wadell

Inside a Barn in the Country, Alyssa Capucilli

The Animal’s Song, David Harrison

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understanding of number (how many) and numeral (3 is a numeral) relationship (numeration)





4.2 Demonstrates health and

to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (CC.K.W.2)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. (CC.K.W.3)


6. Identify whether the number of objects in one group is greater than, less than, or equal to thenumber of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangles with full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (CC.K.MD.1)2. Directly 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. (CC.K.MD.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)

7. Participate in shared research and writing projects

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personal care habits








(e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)


1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)

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2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)2c. Blend and segment onsets and rimes of single-syllable spoken words. (CC.K.R.F.2.c)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)

5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)

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1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)


Week 28 – Animals in the Jungle(Adventures in Learning)









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.

Adventures in Learning – Animals in the Junglehttp://www.arkansas.gov/childcare/adventures/alanimals.html

Abrams & Company – Animals at the Zoo


Big Book Math – Counting at the Zoo

Everyday Math – pp. 202-203 Goldilocks and the Three

Rumble in the Jungle, Giles Andreae

Giraffe’s Can’t Dance, Giles Andreae

Caps for Sale, Esphyr Slobodnika

Five Little Monkeys Jumping on the Bed/With Nothing to Do/Sitting in a Tree, Eileen Christelow

Songs – Animal Action, Do What the Animals Do, 5 Little Monkeys

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(CC.K.SL.2)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)





6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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).

Bears

Minute Math – pp. 63-72


Crocodile Beat, Gail Jorgenson

Does a Kangaroo Have a Mother Too?, Eric Carle

Elmer, David McKee

Huggapotamus, Steve Metzger


Leo the Late Bloomer, Robert Kraus

Slowly, Slowly, Slowly Said the Sloth, Eric Carle

Who is the Beast?, Keith Baker

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(CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)

1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)

The Lion and the Mouse, Aesop’s Fables

144



3.15 Demonstrates and

10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)

5a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (CC.K.L.5.a)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). (CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)2. Use 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. (CC.K.W.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author

145

understanding of number (how many) and numeral (3 is a numeral) relationship (numeration)



3.25 Applies information or experience to a new context (scientific process: applying)


and express opinions about them). (CC.K.W.7)



4. Understand the relationship between numbers and quantities; connect counting to cardinality. (CC.K.CC.4)4b. 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. (CC.K.CC.4b)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. (CC.K.CC.5)6. Identify 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. (Include groups with up to ten objects.) (CC.K.CC.6)1. Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (CC.K.OA.1)2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. (CC.K.OA.2)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). (CC.K.OA.3)

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1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,strut, prance) by acting out the meanings. (CC.K.L.5.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)2c. Blend and segment onsets and rimes of single-syllable spoken words. (CC.K.R.F.2.c)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by

147



identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)



5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through

148



conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)


6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)

149

1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)

Week 29 – Caterpillar, Butterflies & Worms, Crickets, Ladybugs, & Spiders(Adventures in Learning)






Adventures in Learning – Caterpillars, Butterflies & Worms, Crickets, Ladybugs, & Spidershttp://www.arkansas.gov/childcare/adventures/alanimals.html

Abrams & Company – Insects Everywhere

Continue Conscious

In the Tall, Tall Grass, Denise Fleming

The Very Hungry Caterpillar, Eric Carle

Inch by Inch, Leo Lionni

Songs – The Ants Go Marching, Five Little FirefliesNursery Rhyme – Little Miss Muffett

150





2.13 Recognizes and responds to beauty in the environment




6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)

Discipline Helper Chart and Explicitly teach STAR, DRAIN, PRETZLE, and Balloon

Big Book Science – Life of a Butterfly

Everyday Math – pp. 78-79 – Making Caterpillars

Minute Math – pp. 74-77


Butterfly House, Eve Bunting

Caterpillar and The Polliwog, Jack Kent

Diary of a Worm, Doreen Cronin

Waiting for Wings, Lois Ehlert

Becoming Butterflies, Anne Rockwell

The Butterfly Alphabet Book, Brian Cassie

Caterpillar to Butterfly, Deborah Heiligman

Monarch

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7. With 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). (CC.K.R.L.7)1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)


1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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

Butterfly, Gail Gibbons

Where Butterflies Grow, Joanne Ryder

Wonderful Worms, Linda Glaser

Gotta Go! Gotta Go!, Sam Swope

Dragonflies, R. Hugh Rice

The Very Busy Spider, Eric Carle

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3.6 Demonstrates an interest in using writing for a purpose


(e.g., My favorite book is . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1a. Print many upper- and lowercase letters. (CC.K.L.1.a)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)Speaking and Listening 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)1. Use 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 .). (CC.K.W.1)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. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)

5a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories

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3.19 Shows interest in exploring the environment


represent. (CC.K.L.5.a)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). (CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)2. Use 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. (CC.K.W.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)




6. Identify whether the number of objects in one group is greater than, less than, or equal to thenumber of objects in another group, e.g., by using matching and counting strategies. (Includegroups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from

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3.24 Finds more than one solution to a problem






4.12 Shows Balance and Coordination


components (e.g., sticks and clay balls) anddrawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangleswith full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurableattributes of a single object. (CC.K.MD.1)2. Directly 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 theheights of two children and describe one child as taller/shorter. (CC.K.MD.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)


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1b. Use frequently occurring nouns and verbs. (CC.K.L.1.b)4a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). (CC.K.L.4.a)5. With guidance and support from adults, explore word relationships and nuances in word meanings. (CC.K.L.5)5b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). (CC.K.L.5.b)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,

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strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)


5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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.

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5.10 Follows directions in sequence

(CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)


3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)

Week 30 – 1.1 Demonstrates ability to make choices

Abrams & Company – The Dinosaur

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Dinosaurs Long Ago(Abrams & Company) ORSPRINGAir and Wind (Adventures in Learning)




6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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).

Dinosaurs Long AgoORSPRINGAdventures in Learning, Air and Windhttp://www.arkansas.gov/childcare/adventures/pdf/airwindcur.pdf


Alphabet Book, Jerry Pallotta

Dinosaur A – Z, Roger Priddy

Dinosaur Roar!, Paul Stickland

Dinosaur Stomp, Paul Stickland

Dinosaurs Galore!, Giles Andreae

Dinosaur Numbers, Paul Stickland

Dinosaurumpus, Tony Mitton

Dinosaurs, Dinosaurs, Byron Barton

The Dinosaur Who Lived in

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(CC.K.R.L.7)1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)

1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked

My Backyard, B. G. Hennessy

Dinosaurs, Gail Gibbons

Dinosaur Bones, Bob Barner

How Do Dinosaurs Play With Their Friends? Jane Yolen

How Do Dinosaurs Clean Their Rooms?, Jane Yolen

How Do Dinosaurs Count to Ten?, Jane Yolen

The Wind Blew, Pat Hutchins

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3.15 Demonstrates un understanding of number (how many) and numeral (3 is a numeral) relationship (numeration)


3.23 Shows awareness of cause-

events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)



6. Identify whether the number of objects in one group is greater than, less than, or equal to thenumber of objects in another group, e.g., by using matching and counting strategies. (Includegroups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangles with full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (CC.K.MD.1)2. Directly 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. (CC.K.MD.2)

Over in the Arctic Where the Cold Wind Blows, Marrianne Berkes

Bubble, Bubble, Mercer Mayer

Gilberto and the Wind, Marie Hall Ets

How Does the Wind Walk?, Nancy Carlstrom

A Letter to Amy, Ezra Jack Keats

Catch the Wind, Gail Gibbons

How Big Were the Dinosaurs?, Bernard Most

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effect relationships





4.11 Climbs up and down equipment





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5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)10. Actively engage in group reading activities with

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purpose and understanding. (CC.K.R.L.10)



164


Week 31 - Choose from Flex Week List – See AppendixWeek 32 - Choose from Flex Week List – See Appendix

Week 33 – Vegetables and Flowers(Adventures in Learning)



2.2 Participates in dramatic play themes that become more


9. With prompting and support, identify basic similarities in and differences between two texts on the same topic

Adventures in Learning – Vegetables and Flowershttp://www.arkansas.gov/childcare/adventures/algrow.htmlAbrams & Company – Seeds and Plants

Big Book Science – The

From Seed to Plant, Gail Gibbons

Flower Garden, Eve Bunting

Growing Colors, Bruce

Songs – This is the Way We Plant the Seeds, 10 Little Seeds,

One Potato – Two Potato

Nursery Rhymes – Mary, Mary Quite

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involved and complex


(e.g., in illustrations, descriptions, or procedures). (CC.K.R.I.9) 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With prompting and support, describe the relationship between illustrations and the story in which they appear

Mystery SeedEveryday Math – pp. 87-90Second Step – Continue Second Step in Order – Revisit as Needed/ Always use for Teachable Moments

McMillan

Rah Rah Radishes! A Vegetable Chant, April Pulley Sayre

The Vegetables We Eat, Gail Gibbons

Oliver’s Vegetables, Vivian French

How a Seed Grows, Helen J. Jordan

Jack’s Garden, Henry Cole

Vegetables, Sarah Anderson

The Ugly Vegetables, Grace Lin

Contrary & Conscious Discipline Version (PC) of Peter, Peter, Pumpkin Eater

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(e.g., what moment in a story an illustration depicts). (CC.K.R.L.7)1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)


1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). (CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which

From Seed to Plant, Allan Fowler

A Fruit is a Suitcase for Seeds, Jean Richards

An Earthworm’s Life, John Himmelman

Compost Stew, McKenna Siddals

One Bean, Anne Rockwell

The Carrot Seed, Ruth Krauss

Pumpkin, Pumpkin, Jeanne Titherington

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3.11 Recognizes patterns and can repeat them (patterning)







2. Count forward beginning from a given number within

Eating the Alphabet, Lois Ehlert

The Gigantic Turnip, Aleksi Tolstoy

Growing Vegetable Soup, Lois Ehlert

It’s Pumpkin Time, Zoe Hall

Too Many Pumpkins, Linda White

Peter Rabbit, Beatrix Potter

The Surprise Garden, Zoe Hall

Tops and Bottoms, Janet Stevens

I Eat Vegetables,

168

3.20 Uses senses to learn about the characteristics of the environment and to collect data (Scientific process: observing)





the known sequence (instead of having to begin at 1). (CC.K.CC.2)




Hanna Tofts

The Tiny Seed, Eric Carle

Sunflower House, Eve Bunting

Van Gogh and the Sunflowers, Laurence Anholt

Vegetables Go To Bed, Christopher King

From Seed to Sunflower, Gerald Legg

169


4.6 Coordinates eye and hand movement to complete tasks





1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,strut, prance) by acting out the meanings. (CC.K.L.5.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)2c. Blend and segment onsets and rimes of single-syllable spoken words. (CC.K.R.F.2.c)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)

170


4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)


6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)

171

1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)

Week 34 –– I Use My Senses to Learn About My Environment(Adventures in Learning)




2.5 Enjoys singing games, dramatizing songs and moving to movement



10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10)5. Add drawings or other visual displays to descriptions

Adventures in Learning – Color and Lighthttp://www.arkansas.gov/childcare/adventures/pdf/colorlightcur.pdf

Abrams & Company – Light and Dark

Everyday Math – pp. 96-97, (Number Walk, N-2)

Minute Math – p. 47 (Quick Survey – things you do in the light and dark)

Big Book Science – What

Little Blue and Yellow, Leo Lionni

What the Sun Sees, What the Moon Sees, Nancy Tafuri

Light, Donald Crews

Mouse Paint, Ellen Walsh

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as desired to provide additional detail. (CC.K.SL.5)


6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and

is the Sun?

Harcourt Science – Lesson 9, pg. 40 – The Sun and Shadows


Planting a Rainbow, Lois Ehlert

Bear Shadow, Frank Asch

White Rabbit’s Color Book, Alan Baker

Brown Bear, Brown Bear, Bill Martin Jr.

Color Dance, Ann Jonas

Shadow Night, Kay Chorao

What Makes a Shadow?, Clyde Robert Bulla

Little Pink Pig, Pat Hutchins

Shadow Reflections, Tana Hoban

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illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)

1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). (CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which

The Crayon Box That Talked, Shane Derolf

Pete The Cat, I Love My White Shoes, Eric Litwin

Colors, D.K. Publishing

A Color of His Own, Leo Lionni

Shades of People, Shelley Rotner

The Color of Us, Karen Katz

Dog’s Colorful Day, Emma Dodd

Night at the Fair, Donald Crews

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3.12 Recognizes patterns and can repeat them (patterning)








6. Identify 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. (Include groups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented

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as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangles with full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (CC.K.MD.1)2. Directly 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. (CC.K.MD.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)



1. Demonstrate command of the conventions of standard English grammar and usage when writing or

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speaking. (CC.K.L.1)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)2c. Blend and segment onsets and rimes of single-syllable spoken words. (CC.K.R.F.2.c)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)

5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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(CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional

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detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)

Week 35 – Water (Adventures in Learning)











6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in

Adventures in Learning – Waterhttp://www.arkansas.gov/childcare/adventures/alpscience.htmlalsoI Use My Senses to Learn About My Environmenthttp://www.arkansas.gov/childcare/adventures/alpscience.html

Abrams & Company – Water

Everyday Math – pp. 218-219 (Exploration of Capacity – M-10)

Minute Math – pg. 48 - Measurement

Harcourt Science – Lesson 8, pg. 36 – Earth’s Water


Water, Frank Asch

Water, Water Everywhere, Cynthia Bix

Follow the Water From Brook to Ocean, Arthur Dorros

Water Dance, Thomas Locker

Bringing the Rain to Kapiti Plain, Verna Aardema

Commotion in the Ocean, Giles Andreae

Who Sank the Boat?, Pamela Allen

Better Not Get

Songs – Tiny Turtle (Adventures in Learning)

5 Little Speckled Frogs

Mother Goose – Jack and Jill

Practice Graduation Performance

VOCABULARY WORDS:sparklingglisteningtricklingsurging

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http://www.arkansas.gov/childcare/adventures/alpscience.html







a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information from

Wet, Jesse Bear, Nancy White Carlstrom

Swimmy, Leo Lionni

Harry the Dirty Dog, Gene Zion

Mr. Gumpy’s Outing, John Burningham

Splash, Flora McDonnell

Cat and Mouse in the Rain, Tomek Bogacki

Rain, Robert Kalan

Puddles, Jonathan Landon

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provided sources to answer a question. (CC.K.W.8)


1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). (CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use 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. (CC.K.W.2)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. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)

5a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (CC.K.L.5.a)1c. Understand that words are separated by spaces in

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print. (CC.K.R.F.1.c)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). (CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)2. Use 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. (CC.K.W.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)



6. Identify whether the number of objects in one group is greater than, less than, or equal to thenumber of objects in another group, e.g., by using matching and counting strategies. (Includegroups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing

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shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangleswith full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (CC.K.MD.1)2. Directly 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. (CC.K.MD.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)



1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)1. Demonstrate understanding of the organization and

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basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)2c. Blend and segment onsets and rimes of single-syllable spoken words. (CC.K.R.F.2.c)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)


5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and

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responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)

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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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)


Week 36 – I Use My Senses to Learn About My Environment(Adventures in Learning)

1.5 Enjoys experimenting and problem-solving with ideas as well as concrete materials


2.12 Preplans are project and then works with care




6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of

Adventures in Learning – Birds http://www.arkansas.gov/childcare/adventures/pdf/birdscur.pdf

Abrams & Company – Sounds

Harcourt Science – Solids, Liquids, Gases

Second Step – Continue Second Step in Order – Revisit as Needed/ Always

The Bird Alphabet, Jerry Pallota

I Heard Said the Bird, Polly Berrien Berends

Owl Babies, Martin Waddell

Nursery Rhymes – Jack and Jill, Jack Be Nimble

Five Little Ducks, Raffi

Duck, Duck, Goose


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http://www.arkansas.gov/childcare/adventures/pdf/birdscur.pdf



information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and

use for Teachable Moments The Bald

Eagle (Welcome Books), Lloyd G. Douglas

Birds, Kevin Henkes

The House I’ll Build for the Wrens, Shirley Neitzel

Brother Eagle, Sister Sky, Susan Jeffers and Chief Seattle

Make Way for Ducklings, Robert McCloskey

Have You Seen Birds?, Joanne Oppenheimer

Have You Seen My

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ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)


1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)

Duckling?, Nancy Tafuri

Goode, Molly Bang

Rosie’s Walk, Pat Hutchins

The Little Red Hen, Paul Galdone

Duck On a Bike, David Shannon

One Duck Stuck, Phyllis Rout

Ducks!, Gail Gibbons

Birds, Nests and Eggs, Mel Boring

About Birds, A Guide for Children,

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3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)

5a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (CC.K.L.5.a)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). (CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some

Cathryn Sill

Duck, Duck, Goose, Tad Hills

Ducks Don’t Get Wet, Augusta Goldin

Birds, Discover Series, Xist Publishing

Re: SoundsMice Squeak, We Speak, Tomie DePaola

The Very Quiet Cricket, Eric Carle

Barnyard Banter, Denise Fleming

What Do You Hear?, Anne

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3.20 Uses senses to learn about

information about the topic. (CC.K.W.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)




4. Understand the relationship between numbers and quantities; connect counting to cardinality. (CC.K.CC.4)4b. 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. (CC.K.CC.4b)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. (CC.K.CC.5)6. Identify 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. (Include groups with up to ten objects.) (CC.K.CC.6)1. Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (CC.K.OA.1)2. Solve addition and subtraction word problems, and

MirandaHush, Mingfong Ho

Ben’s Trumpet, Rachel Isadora

Noise, Joy Cowley

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the characteristics of the environment and to collect data (scientific process: observing)




3.24 Finds more than one solution to a problem



add and subtract within 10, e.g., by using objects or drawings to represent the problem. (CC.K.OA.2)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). (CC.K.OA.3)

6. Identify 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. (Include groups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangles with full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (CC.K.MD.1)2. Directly 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. (CC.K.MD.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)



191






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5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through

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5.9 Uses language to problem-solve

conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)


6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events

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and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)


Week 37 – Adventures in Learning – Things in the Sky






2.12 Preplans art project and then






5. Add drawings or other visual displays to descriptions

Adventures in Learning – Things in the Skyhttp://www.arkansas.gov/childcare/adventures/alpscience.html

Abrams & Company – Planets and Stars

Big Book Science – Our Earth – Where on Earth are We?Poem – “Great Big Sun”


Internet resource: http://prekinder

Our Earth, Ann Rockwell

What Do You See? Our Solar System, Carme Sevenster

Planets, Kim Jackson

Goodnight Moon, Rosemary Wells

Happy Birthday Moon, Frank

Songs – Sunshine Song, (Mr. Golden Sun); Countdown to Blast Off; Weather Watcher; Have You Seen the Sun Today

Rhymes – Twinkle, Twinkle, Little Star; Start Light, Start Bright; I See the Moon; Hey Diddle Diddle


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works with care


as desired to provide additional detail. (CC.K.SL.5)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)1a. Follow agreed-upon rules for discussions (e.g.,

s.com/space-theme Asch

It Looked Like Spilt Milk, Charles G. Shaw

Moon Cake, Frank Asch

The Napping House, Audrey Woods

Sky Fire, Frank Asch

Kitten’s First Full Moon, Kevin Henkes

Papa, Please Get Me the Moon, Eric CarleCloud Dance, Thomas Locker

Little Cloud, Eric Carle

A Rainbow of My Own, Don

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listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)

1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). (CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use 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. (CC.K.W.2)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. (CC.K.W.3)

Freeman

Happy Birthday Martin Luther King, Jean Marzollo

The Moon Book, Gail Gibbons

Papa, Please get the Moon for Me, Eric Carle

Here in Space, Milgrim

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3.23 Shows awareness of cause-effect

4.3 Tries new foods before deciding whether he/she like them

4.6 Coordinates eye and hand

7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)



6. Identify 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. (Include groups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangles with full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (CC.K.MD.1)2. Directly 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. (CC.K.MD.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)

7. Participate in shared research and writing projects

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movements to complete tasks



(e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)2c. Blend and segment onsets and rimes of single-syllable spoken words. (CC.K.R.F.2.c)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer

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questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)



APPENDIX – Flex Week TopicsAdventures in Learning, Color and Light

See Week 34 – You May wish to do this topic earlier than Week 34 during a flex week. In the event you do, you may choose from the

200

flex week list for your week 34 topic

Fall:Adventures in Learning Trees












6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and

Adventures in Learning – Things That Grow – Trees


A Tree is Nice, Janice May Udry

The Season’s of Arnold’s Tree, Gail Gibbons (I)

A Busy Year, Leo Lionni

The Great Kapok Tree, Lynne Cherry

The Giving Tree, Shel Silverstein

A Grand Old Tree, Mary Newell Depalma

Are You My Mother?, P. D. Eastman

Five Little Monkeys

Chart: Does This Fall From a Tree?

Songs: The Apple TreeOak TreeTrees

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define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings,

Sitting In A Tree, Eileen Christelow

Leaf Man, Lois Ehlert

Nuts to You, Lois Ehlert

Pie in the Sky, Lois Ehlert

Tell Me, Tree – All About Trees for Kids, Gail Gibbons (I)

We’re Going on a Leaf Hunt, Steve Metzger

In The Woods, Who’s Been Here?, Lindsay Barrett George (I)

A Tree is a Plant, Clyde

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and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (CC.K.W.8)



Bulla (I)

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5a. Sort common objects into categories (e.g. shapes, foods) to gain a sense of the concepts the

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3.21 Uses words to describe the

categories represent. (CC.K.L.5.a)




1. Describe measurable attributes of objects, such as length or weight. Describe several measurableattributes of a single object. (CC.K.MD.1)


6. Identify whether the number of objects in one group is greater than, less than, or equal to thenumber of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangles with full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurable

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characteristics of objects (scientific process: communicating)



4.3 Tries ne foods before deciding whether he/she likes them






1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,strut, prance) by acting out the meanings. (CC.K.L.5.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)

206



1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)2c. Blend and segment onsets and rimes of single-syllable spoken words. (CC.K.R.F.2.c)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)


5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

207



(CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)


208




Community 1.1 Demonstrates ability to Adventures in Learning – Emergency, Activity:

209

HelpersAdventures in Learning – People in the Community Who Help Keep Us Safe

make choices




3.1 Shows enjoyment of books and stories and enjoyment of them




6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)

People in the Community Who Help Keep Us Safe http://www.arkansas.gov/childcare/adventures/pdf/CommHelpKeep.pdf

Gail Gibbons

Curious George at the Fire Station, Margaret & H. A. Rey

Fire Engines, Ann Rockwell

Fire! Fire!, Gail Gibbons

Fireman Small, Herbert Yee Wong

Jobs Around My Neighborhood/Oficios en mi Vecindario, Gladys Rosa-Mendoza (I)

My Community Helpers/Ayu-dantes de mi Communidad, Bobbie Kelman (I)

Invite Community Helpers to come to your classroom

Write a class story about the Community Helpers who visited

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http://www.arkansas.gov/childcare/adventures/pdf/CommHelpKeep.pdf




8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (CC.K.W.8)

6. Use words and phrases acquired through

I Want To Be a Police Officer, Dan Liebman (I)


Helper’s in My Community, Bobbie Kelman (I)

Community Helpers From A to Z, Bobbie Kelman (I)

Safety Counts!, Joel Kupperstein

Down By The Station, Will Hlillenbrand

Officer Buckle and Gloria, Peggy Rathmann

211



conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)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). (CC.K.R.I.7)2. With prompting and support, retell familiar stories, including key details. (CC.K.RL.2)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.RL.3)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)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. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)


1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)

Curious George Visits a Police Station, Margaret & H. A. Rey


Also – see books in Safety Topic

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1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)

4. Understand the relationship between numbers and quantities; connect counting to cardinality. (CC.K.CC.4)4b. 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

213




4.3 Tries new food before

counted. (CC.K.CC.4b)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. (CC.K.CC.5)6. Identify 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. (Include groups with up to ten objects.) (CC.K.CC.6)1. Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (CC.K.OA.1)2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. (CC.K.OA.2)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). (CC.K.OA.3)

6. Identify whether the number of objects in one group is greater than, less than, or equal to thenumber of objects in another group, e.g., by using matching and counting strategies. (Includegroups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangles with full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurable

214





4.13 Climbs up and down on equipment



1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,strut, prance) by acting out the meanings. (CC.K.L.5.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)

215



1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)2c. Blend and segment onsets and rimes of single-syllable spoken words. (CC.K.R.F.2.c)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)


5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

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(CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with

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diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)

Safety 1.10 Trust adults for help and comfort

2.1 Shows creativity and imagination in play with props





6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)

Adventures in Learning – Health and Safety – Safetyhttp://www.arkansas.gov/childcare/adventures/pdf/ALSAFE.pdf

Emergency, Gail Gibbons

Dinosaurs Beware! A Safety Guide, Marc Brown (I)

Fire Safety, Sheila Rivera (I)

Five Little Monkeys Jumping on the Bed, Eileen Christelow

Songs: Buckle Up BearCrossing the Street Look Both WaysOur FriendsDo You Know Who Keeps Us Safe?

Make a Chart: Is This Safe or Unsafe?

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http://www.arkansas.gov/childcare/adventures/pdf/ALSAFE.pdf



4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)


I Can Be Safe – A First Look at Safety, Pat Thomas (I)

A Day in the Life of a Firefighter, Heather Adamson (I)A Day in the Life of a Doctor, Heather Adamson (I)

A Day in the Life of a Nurse, Connie Fluet (I)

What Does an EMT Do?, Heather Miller (I)

We Need Doctors, Lola Schaefer (I)

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3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (CC.K.W.8)


1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely

Roll Over! A Counting Song, Merle Peeke

Your Body Belongs to You, Cornelia Spelman (I)

Be Careful and Stay Safe, Cheri Meiners

Whose Hat is This? A Look at Hats Workers Wear: Hard, Tall and Shiny, Katz Cooper (I)

Helper’s in My Community, Bobbie Kelman (I)

Community Helpers From A to Z, Bobbie Kelman (I)

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linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)


1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell areader 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 . .

A Day in the Life of a Police Officer, Heather Adamson (I)


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.). (CC.K.W.1)2. Use 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. (CC.K.W.2)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. (CC.K.W.3)



6. Identify whether the number of objects in one group is greater than, less than, or equal to thenumber of objects in another group, e.g., by using matching and counting strategies. (Includegroups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangles with full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurableattributes of a single object. (CC.K.MD.1)2. Directly compare two objects with a measurable

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4.8 Uses writing and drawing tools with control and intention



attribute in common, to see which object has“more of”/“less of” the attribute, and describe the difference. For example, directly compare theheights of two children and describe one child as taller/shorter. (CC.K.MD.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)

1a. Print many upper- and lowercase letters (CC.K.L.1.a) 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling, and spelling when writing (C.C.K.L.2)

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,strut, prance) by acting out the meanings. (CC.K.L.5.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)

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2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)2c. Blend and segment onsets and rimes of single-syllable spoken words. (CC.K.R.F.2.c)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)

5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about

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key details and requesting clarification if something is not understood. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)


6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)

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3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)


Bears 2.1 Shows creativity and imagination in play with materials and props





6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)

Adventures in Learning – Animals: Bears http://www.arkansas.gov/childcare/adventures/pdf/bearscurr.pdf

Bears: Polar Bears, Black Bears, and Grizzly Bears, Deborah Hodge (I)

The Little Mouse, the Red Rips Strawberry and the Big Hungry Bear, Don and Audrey Wood

The Three

Teddy Bear Song

Activity: Bear Food Chart

We’re Going on a Bear Hunt

Make Blueberry Muffins

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http://www.arkansas.gov/childcare/adventures/pdf/bearscurr.pdf



4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)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). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)

Bears, Paul Galdone

Ask Mr. Bear, Marjorie Flack

We’re Going on a Bear Hunt, Michael Rosen

Blueberries for Sal, Robert McCloskey

Bear Shadow, Frank Asch

Corduroy, Don Freeman

The Biggest Bear, Lynn Ward

Little Bear, Else Minarik

Polar Bear, Polar Bear, What Did You Hear?, Bill Martin Jr.

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3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (CC.K.W.8)

1a. Print many upper- and lowercase letters. (CC.K.L.1.a)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters.(CC.K.R.F.1.b)1c. Understand that words are separated by spaces in print. (CC.K.R.F.1.c)3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).(CC.K.R.F.3.c)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)1. Use 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 . . .). (CC.K.W.1)2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in whichthey name what they are writing about and supply some information about the topic. (CC.K.W.2)3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linkedevents, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CC.K.W.3)

The Teddy Bears’ Picnic, James Kennedy

Bear Says Thanks, Karma Wilson

Bear Has a Story to Tell, Philip Stead

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3.15 Demonstrates and understanding on number (how many) and numeral (3 is a numeral) relationship (numeration)

7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)10. Actively engage in group reading activities with purpose and understanding (CC.K.R.I.10)



4a. 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. (CC.K.CC.4a)6. Identify 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. (Include groups

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with up to ten objects.) (CC.K.CC.6)



4. Understand the relationship between numbers and quantities; connect counting to cardinality. (CC.K.CC.4)4b. 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. (CC.K.CC.4b)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. (CC.K.CC.5)6. Identify 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. (Include groups with up to ten objects.) (CC.K.CC.6)1. Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (CC.K.OA.1)2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. (CC.K.OA.2)

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3.21 Uses words to describe the characteristics of objects

3.22 Makes comparisons (scientific process: comparison)







5.1 Demonstrates phonological

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). (CC.K.OA.3)

6. Identify whether the number of objects in one group is greater than, less than, or equal to thenumber of objects in another group, e.g., by using matching and counting strategies. (Includegroups with up to ten objects.) (CC.K.CC.6)7. Compare two numbers between 1 and 10 presented as written numerals. (CC.K.CC.7)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangles with full sides touching to make a rectangle?” (CC.K.G.6)1. Describe measurable attributes of objects, such as length or weight. Describe several measurableattributes of a single object. (CC.K.MD.1)2. Directly 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. (CC.K.MD.2)7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)


7. Participate in shared research and writing

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awareness (hearing and recognizing the sounds of language)


projects (e.g., explore a number of books by a favorite author and express opinions about them). (CC.K.W.7)

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CC.K.L.1)1f. Produce and expand complete sentences in shared language activities. (CC.K.L.1.f)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march,strut, prance) by acting out the meanings. (CC.K.L.5.d)1. Demonstrate understanding of the organization and basic features of print. (CC.K.R.F.1)1b. Recognize that spoken words are represented in written language by specific sequences of letters. (CC.K.R.F.1.b)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)2c. Blend and segment onsets and rimes of single-syllable spoken words. (CC.K.R.F.2.c)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by

232



identifying the sounds of the letters that differ. (CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)


5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CC.K.R.F.2)2a. Recognize and produce rhyming words. (CC.K.R.F.2.a)3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or mostfrequent sound for each consonant. (CC.K.R.F.3.a)3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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(CC.K.R.F.3.d)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RI.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.RI.2)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.RL.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.RL.10) 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC.K.SL.1)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and

234

events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)

Chicka Chicka Boom BoomThe Arts The Artist

Who Painted a Blue Horse, Eric Carle

Valentine Fun and ShapesDr. SeussAnimals in the Woods

Adventures in Learning – Animals: Animals in the Woodshttp://www.arkansas.gov/childcare/adventures/pdf/animwoods.pdf

WinterPhysical and Earth Science – Snow and Ice (Adventures in Learning)

Adventures in Learning – Physical and Earth Science – Snow and Icehttp://www.arkansas.gov/childcare/adventures/alpscience.html

I Have a Dream

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http://www.arkansas.gov/childcare/adventures/pdf/animwoods.pdf



Dr. Martin Luther King Jr. SpringAdventures in Learning Air and Wind

See Week 30 – If you did not do this during Week 30 you may do it during a Flex WeekAdventures in Learning – Physical and Earth Science –Air and Windhttp://www.arkansas.gov/childcare/adventures/pdf/airwindcur.pdf

And Then It’s Spring, Julie Fogliano

Frogs and Turtles

Adventures in Learning – Animals: Frogs and Turtleshttp://www.arkansas.gov/childcare/adventures/pdf/frogturcur.pdf

Countdown To KindergartenAdventures in Learning – Times of Transition in Children’s Lives

Social/Emotional1.1 – Demonstrates ability to make choices1.9 – Shows persistence in approaching 1.12 – Demonstrates interest and participates in classroom

1.13 Participates in routine activities easily

1.16 Helps others in need

Creative/Aesthetic2.1 – Shows creativity and imagination in play with materials and props

10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)4. Describe familiar people, places things and events and with prompting and support provide

Adventures in Learning – Times of Transition in Children’s Liveshttp://www.arkansas.gov/childcare/adventures/pdf/transition.pdf

Welcome to Kindergarten, Anne Rockwell


Timothy Goes to School, Rosemary Wells

Go visit a Kindergarten Classroom

Invite Kindergarten teachers to your room

Go visit the school library, elementary art room, gym for P.E.

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http://www.arkansas.gov/childcare/adventures/pdf/transition.pdf

http://www.arkansas.gov/childcare/adventures/pdf/transition.pdf

http://www.arkansas.gov/childcare/adventures/pdf/frogturcur.pdf






2.10 – Explores and manipulates art media

2.12 – Preplans art project and then works with care



additional detail. (CC.K.SL.4)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)

10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CC.K.SL.5)


6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CC.K.R.I.3)4. With prompting and support, ask and answer questions about unknown words in a text. (CC.K.R.I.4)6. Name the author and illustrator of a text and define the role of each in presenting the ideas orinformation in a text. (CC.K.R.I.6)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). (CC.K.R.I.7)8. Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. (CC.K.R.I.8)9. With prompting and support, identify basic similarities in and differences between two texts


Franklin Goes to School, Paulette Bourgeois


Arthur and the School Pet, Marc Brown

This is the Way We Go to School, Laine Falk (I)

This is the Way We Go to School: A Book About Children Around the World, Edith Baer (I)

2nd Theme: Dramatic Play – Set up a P.E. ‘class’, school bus made of box prop, (make sure it can be visually supervised)

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3.4 – Demonstrates visual discrimination and visual memory skills

3.5 – Understands the Print Conveys a Message

on the same topic (e.g., in illustrations, descriptions, or procedures). (CC.K.R.I.9)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.I.10)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)3. With prompting and support, identify characters, settings, and major events in a story. (CC.K.R.L.3)5. Recognize common types of texts (e.g., storybooks, poems). (CC.K.R.L.5)6. With prompting and support, name the author and illustrator of a story and define the role of each intelling the story. (CC.K.R.L.6)7. With 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). (CC.K.R.L.7)Speaking and Listening 1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)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. (CC.K.SL.2)3. Ask and answer questions in order to seek help, get information, or clarify something that is notunderstood. (CC.K.SL.3)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)8. With guidance and support from adults, recall information from experiences or gather information fromprovided sources to answer a question. (CC.K.W.8)

5a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts thecategories represent. (CC.K.L.5.a)

Safe on the Bus, Kathy Smith

Special People, Special Ways, Arlene Maguire

Wemberly Worried, Kevin Henkes

Mrs. Bindergarten Gets Ready For Kindegarten, Joseph Slate

Panda Kindergarten, Joanne Ryder

A Place Called Kindergarten, Jessica Harper

Tiptoe Into Kindergarten, Jacqueline Rogers

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3.10 – Classifies objects by physical features such as shape or color


5a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the

The Night Before Kindergarten, Natasha Wing

Curious George’s First Day of School, H. A. Rey

Welcome to Kindergarten – An Alphabet, Violet Smith

Kindergarten, Here I Come, D. J. Steinberg

Off to Kindergarten, Tony Johnston

Countdown to Kindergarten, Allison McGhee

The New Girl and Me, Jackie Robins

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3.15 Demonstrates an understanding on number (how many) and numeral (3 is a numeral) relationship (numeration)





5.1 – Demonstrates phonological awareness (hearing and recognizing the sounds of language

categories represent. (CC.K.L.5.a)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. (CC.K.G.1)2. Correctly name shapes regardless of their orientations or overall size. (CC.K.G.2)3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). (CC.K.G.3)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). (CC.K.G.4)5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. (CC.K.G.5)6. Compose simple shapes to form larger shapes. For example, can you join these two triangles with full sides touching to make a rectangle?” (CC.K.G.6)


A Very Special Critter, Mercer Mayer

Best Friend on Wheels, Debra Shirley

Kindergarten Kids, Ellen Senisi

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5.5 – Participates in songs, finger


1b. Use frequently occurring nouns and verbs. (CC.K.L.1.b)4a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). (CC.K.L.4.a)5. With guidance and support from adults, explore word relationships and nuances in word meanings.

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plays, rhyming activities, and games


(CC.K.L.5)5b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). (CC.K.L.5.b)5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CC.K.L.5.d)6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)


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5.8 – Participates in group discussion


6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CC.K.L.6)1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)2. With prompting and support, identify the main topic and retell key details of a text. (CC.K.R.I.2)Reading for Literature 1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.L.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)

1. With prompting and support, ask and answer questions about key details in a text. (CC.K.R.I.1)10. Actively engage in group reading activities with purpose and understanding. (CC.K.R.L.10)1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (CC.K.SL.1.a)1b. Continue a conversation through multiple exchanges. (CC.K.SL.1.b)3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC.K.SL.3)4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CC.K.SL.4)6. Speak audibly and express thoughts, feelings, and ideas clearly. (CC.K.SL.6)

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Documents

Pre-K Curriculum Map - Early Care and Education … · Web viewFayetteville School District Pre-K Curriculum Map Rev. 2/26/2013 Note: Due to the recent school shootings you ARE REQUIRED