Web viewStudents will break apart vocabulary to go over the parts of the word. ... words to predict the meaning of compound ... a simple machine and

Access Points Scope & Sequence/Focus Calendar ELA: K-2Approximate

TimeUnit

OverviewFOCUS Standards/DOK Weekly

Assignment Options

Firs

t Qua

rter

( Au

g 18

-Oct

20)

Aug18 – Sept 5

Unit 1Vocabulary and Fluency

Students will go over grade appropriate vocabulary, their meaning, and relationships. Students will break apart vocabulary to go over the parts of the word. Students will go over how to use context clues to find out information including within a dictionary.

LAFS.K.L.3.AP.4a Identify an affix or inflectional ending for a frequently occurring word.LAFS.K.L.3.AP.4b Identify the meaning of common inflections and affixes.LAFS.K.L.3.AP.4c Use meanings of common inflections and affixes as a clue to the meaning of an unknown word.LAFS.K.L.3.AP.4d Identify new meanings for familiar words.LAFS.1.L.3.AP.4a Use frequently occurring affixes as a clue to determine the meaning of the word.LAFS.1.L.3.AP.4b Use context within a sentence as a clue to determine the meaning of a word or phrase.LAFS.2.L.3.AP.4a Determine the meaning of a new word formed when a known prefix is added to the known word or root.LAFS.2.L.3.AP.4b Use knowledge of the meaning of individual words to predict the meaning of compound words.LAFS.2.L.3.AP.4c Use sentence context as a clue to the meaning of a word or phrase.LAFS.2.L.3.AP.4d Use a glossary or beginning dictionary to determine the meaning of a word.LAFS.K.RI.2.AP.4a Ask questions about unknown words in a text.LAFS.K.RI.2.AP.4b Answer questions about unknown words in a text.LAFS.1.RI.2.AP.4a Ask questions to help determine or clarify the meaning of words in a text.LAFS.1.RI.2.AP.4b Answer questions to help determine or clarify the meaning of words in a text.LAFS.1.RI.2.AP.4c Ask questions to help determine or clarify the meaning of phrases in a text.LAFS.1.RI.2.AP.4d Answer questions to help determine or clarify the meaning of phrases in a text.LAFS.2.RI.2.AP.4a Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.LAFS.K.RF.3.AP.3a Recognize the sound(s) for each letter.LAFS.K.RF.3.AP.3b Produce the sound(s) for each letter.LAFS.K.RF.3.AP.3c Identify words with long and short vowel sounds for the five major vowel sounds.LAFS.K.RF.3.AP.3d Identify the sound that differs between two similarly spelled words (e.g., sit, hit).LAFS.K.RF.3.AP.3e Read common kindergarten high-frequency words by sight.LAFS.1.RF.3.AP.3a Identify common consonant digraphs using their sound correspondence (e.g., write/state/select “ch” when sounded out).LAFS.1.RF.3.AP.3b Decode regularly spelled consonant-vowel-consonant (CVC), CV and VC words.LAFS.1.RF.3.AP.3c Recognize silent e as the reason the vowel sound is a long vowel sound in a word.LAFS.1.RF.3.AP.3d Determine the number of syllables in a printed word based on knowledge that every syllable must have a vowel sound.LAFS.1.RF.3.AP.3e Recognize and pronounce two-syllable words by using knowledge of how to break words into syllables.LAFS.1.RF.3.AP.3f Read or identify frequently occurring words with inflectional endings.LAFS.1.RF.3.AP.3g Recognize and pronounce grade-appropriate irregularly spelled words.LAFS.2.RF.3.AP.3a Identify long and short vowels in regularly spelled one-syllable words.LAFS.2.RF.3.AP.3b Decode regularly spelled one-syllable words with long vowels.LAFS.2.RF.3.AP.3c Decode regularly spelled two-syllable words with long vowels.LAFS.2.RF.3.AP.3d Decode words with common prefixes and suffixes.LAFS.2.RF.3.AP.3e Identify words with inconsistent but common spelling-sound correspondences.LAFS.2.RF.3.AP.3f Recognize and/or read grade-appropriate irregularly spelled words.

Text Tasks & Text ListsAre located at the end of this document

PUBLISHED PRODUCT:Students will create a dictionary with 2 new words and their definitions.


TimeUnit


Assignment Options

Firs

t Qua

rter

( Au

g 18

-Oct

. 20)

Sept 8- Sept 25

Unit 2Speaking and Listening

Students will practice listening to gather information. They will use the information gathered to give a presentation. Within the presentation the students will adjust their language based on the audience.

LAFS.K.L.3.AP.4a Identify an affix or inflectional ending for a frequently occurring word.LAFS.K.L.3.AP.4b Identify the meaning of common inflections and affixes.LAFS.K.L.3.AP.4c Use meanings of common inflections and affixes as a clue to the meaning of an unknown word.LAFS.K.L.3.AP.4d Identify new meanings for familiar words.LAFS.1.L.3.AP.4a Use frequently occurring affixes as a clue to determine the meaning of the word.LAFS.1.L.3.AP.4b Use context within a sentence as a clue to determine the meaning of a word or phrase.LAFS.2.L.3.AP.4a Determine the meaning of a new word formed when a known prefix is added to the known word or root.LAFS.2.L.3.AP.4b Use knowledge of the meaning of individual words to predict the meaning of compound words.LAFS.2.L.3.AP.4c Use sentence context as a clue to the meaning of a word or phrase.LAFS.2.L.3.AP.4d Use a glossary or beginning dictionary to determine the meaning of a word.LAFS.K.SL.1.AP.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).LAFS.1.SL.1.AP.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).LAFS.1.SL.1.AP.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.LAFS.1.SL.1.AP.1c Ask questions to clear up any confusion about the topics or texts under discussion.LAFS.2.SL.1.AP.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and text under discussion).LAFS.2.SL.1.AP.1b Build on others’ talk in conversations by linking their comments to the remarks of others.LAFS.K.SL.2.AP.6a Orally share information from a selected permanent product or a favorite text.LAFS.1.SL.2.AP.6a Engage in small or large group discussions by sharing one’s own writing.LAFS.1.SL.2.AP.6b Produce (through dictation, writing, word array, and picture) complete sentences when appropriate to the task and situation.LAFS.2.SL.2.AP.6a Produce (through dictation, writing, word array, picture) complete sentences when appropriate to task and situation.


PUBLISHED PRODUCT:Students will write and deliver a mini auto biography on themselves that includes 3 sentences.


TimeUnit


Assignment Options

Firs

t Qua

rter

( Au

g 18

-Oct

20)

Sept 29- Oct 24

Unit 3Comprehension

Students will review sequence, characters, author’s purpose, plot, setting, and conflict within a story. Students will compare and analyze themes of different stories.

LAFS.K.RL.3.AP.9a With prompting and support, compare (i.e., find something the same) between familiar stories.LAFS.K.RL.3.AP.9b With prompting and support, contrast (i.e., find differences) between two familiar stories.LAFS.1.RL.3.AP.9a Compare and contrast (what is the same and what is different) the experiences of characters in stories.LAFS.1.RL.3.AP.9b Compare and contrast the adventures of characters in stories.LAFS.2.RL.3.AP.9a Compare and contrast illustrations or visuals between two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.LAFS.2.RL.3.AP.9b Compare and contrast characters or events between two or more versions of the same story by different authors or from different cultures.LAFS.K.RL.4.AP.10a Answer questions about reading, such as “Why do we read? What do we read?”.LAFS.K.RL.4.AP.10b Choose narrative or informational text to read and reread, listen to or view for leisure purposes.LAFS.K.RL.4.AP.10c Engage in group reading of stories or poems by sharing something learned or something enjoyed.LAFS.1.RL.4.AP.10a Choose narrative text (e.g., prose, poetry, and story) or adapted text to read and reread, listen to or view for a variety purposes.LAFS.2.RL.4.AP.10a Choose narrative text or adapted text to read and reread, listen to or view for leisure purposes.LAFS.K.RL.4.AP.10a Answer questions about reading, such as “Why do we read? What do we read?”.LAFS.K.RL.4.AP.10b Choose narrative or informational text to read and reread, listen to or view for leisure purposes.LAFS.K.RL.4.AP.10c Engage in group reading of stories or poems by sharing something learned or something enjoyed.LAFS.1.RL.4.AP.10a Choose narrative text (e.g., prose, poetry, and story) or adapted text to read and reread, listen to or view for a variety purposes.LAFS.2.RL.4.AP.10a Choose narrative text or adapted text to read and reread, listen to or view for leisure purposes.

LAFS.K.RI.1.AP.2a Discuss key details and main topic of a preferred text.LAFS.K.RI.1.AP.2b With prompting and support, identify the main topic.LAFS.K.RI.1.AP.2c With prompting and support, retell/identify key details in a text.LAFS.1.RI.1.AP.2a Discuss key details and the main topic of a preferred text.LAFS.1.RI.1.AP.2b Identify the main topic of an informational text.LAFS.1.RI.1.AP.2c Retell/identify key details in an informational text.LAFS.2.RI.1.AP.2a Identify the main topic of a multi-paragraph informational text.LAFS.2.RI.1.AP.2b Identify the focus of specific paragraphs within in an informational text.


PUBLISHED PRODUCT:Students will create a book jacket including 3 of the following: character, setting, plot, conflict, main idea, theme, key details etc.


TimeUnit


Assignment Options

Seco

nd Q

uart

er( O

ct 2

1- Ja

n 15

)

Oct 27- Nov 21

Unit 4Fiction and Nonfiction

Students will explore the differences between fiction and nonfiction. They will compare and contrast different genres and their literary devices.

LAFS.K.RI.2.AP.4a Ask questions about unknown words in a text.LAFS.K.RI.2.AP.4b Answer questions about unknown words in a text.LAFS.1.RI.2.AP.4a Ask questions to help determine or clarify the meaning of words in a textLAFS.1.RI.2.AP.4b Answer questions to help determine or clarify the meaning of words in a text.LAFS.1.RI.2.AP.4c Ask questions to help determine or clarify the meaning of phrases in a text.LAFS.1.RI.2.AP.4d Answer questions to help determine or clarify the meaning of phrases in a text.LAFS.2.RI.2.AP.4a Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.LAFS.K.RI.3.AP.9a With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., imaginary or real bear; photo versus illustration of something not real).LAFS.1.RI.3.AP.9a Identify basic similarities in two texts on the same topic (e.g., in illustrations, descriptions or procedures).LAFS.1.RI.3.AP.9b Identify basic differences between two texts on the same topic (e.g., in illustrations, descriptions or procedures).LAFS.2.RI.3.AP.9a Compare the most important points presented by two texts on the same topic.LAFS.2.RI.3.AP.9b Contrast the most important points presented by two texts on the same topic.LAFS.K.RI.4.AP.10a Choose informational text to read and reread, listen to or view for leisure purposes.LAFS.K.RI.4.AP.10b Choose text to read and reread, listen to or view for informational purposes (e.g., to answer questions; to understand the world around them).LAFS.K.RI.4.AP.10c Engage in group reading of informational text by sharing something learned or something enjoyed.LAFS.1.RI.4.AP.10a Choose text of increasing complexity to read and reread, listen to or view for informational purposes (e.g., to answer questions; understand the world around them).LAFS.2.RI.4.AP.10a Choose informational text to read and reread, listen to or view for understanding.LAFS.2.RI.4.AP.10b Choose text to read and reread, listen to or view for informational purposes (e.g., to answer questions; to understand the world around them).


PUBLISHED PRODUCT:Students will complete a graphic organizer to compare and contrast fiction and nonfiction literature.


TimeUnit


Assignment Options

Seco

nd Q

uart

er( O

ct 2

1- Ja

n 15

)

Dec1 – Dec 19

Unit 5Writing Process

Students will explore the steps of the writing process. Students will use the writing process to create a presentation. (oral, digital, written paper)

LAFS.K.SL.2.AP.4a Describe familiar people, places, things and events orally or in writing.LAFS.K.SL.2.AP.4b With prompting and support, provide additional details to the description or drawings of familiar people, places, things and events.LAFS.K.SL.2.AP.4c Present, orally or in writing, factual information of familiar people, places, things and events.LAFS.K.SL.2.AP.4d Describe a single event or a series of events using drawings or simple sentences.LAFS.1.SL.2.AP.4a Retell a text, including key details.LAFS.1.SL.2.AP.4b Describe factual information about people, places, things and events with relevant details orally or in writing.LAFS.1.SL.2.AP.4c Present, orally or in writing, factual information of familiar people, places, things and events describing subtopics of larger topics.LAFS.1.SL.2.AP.4d Describe ideas about familiar people, places, things and events with details orally or in writing.LAFS.1.SL.2.AP.4e Describe people, places, things and events with relevant details.LAFS.1.SL.2.AP.4f Describe a single event or a series of events that includes details about what happened orally or in writing.LAFS.1.SL.2.AP.4g Describe familiar people, places, things and events with details orally or in writing.LAFS.2.SL.2.AP.4a Engage in small or large group discussions by sharing one’s own writing.LAFS.2.SL.2.AP.4b Describe, orally or in writing, factual information about familiar people, places, things and events with details.LAFS.2.SL.2.AP.4c Provide at least two facts for each subtopic identified for a larger topic.LAFS.2.SL.2.AP.4d Describe ideas about familiar people, places, things and events.LAFS.2.SL.2.AP.4e Share a story or recount an experience with appropriate facts and relevant, descriptive details.LAFS.2.SL.2.AP.4f Describe a single event or a series of events that describes actions, thoughts or feelings.LAFS.K.SL.2.AP.5a Use drawings or visual displays to add detail to written products or oral discussions.LAFS.1.SL.2.AP.5a Use drawings or visual displays to add detail to written products or oral discussions.LAFS.2.SL.2.AP.5a Use drawings or other visual displays to clarify ideas, thoughts and feelings.LAFS.K.W.1.AP.1a Draw, dictate or write an idea about a topic or text.LAFS.K.W.1.AP.1b State an opinion or preference about the topic.LAFS.K.W.1.AP.1c Write, draw or dictate an opinion statement about a topic or book of interest.


PUBLISHED PRODUCT:Students will complete all the steps of the writing process constructing a paper of their choice.(Prewrite, Drafting, Revise, Edit, Publish)


TimeUnit


Assignment Options

Third

Qua

rter

( Ja

n 20

- Mar

26)

Feb 2-Feb 27

Unit 7Real World ELA

Students will use prior ELA skills to develop a logical argument. They will then appropriately cite information from various texts read. Students will draw conclusions based on informational texts.

LAFS.K.W.1.AP.2a With prompting and support, create a permanent product (e.g., select/generate responses to form paragraph/essay) that contains a main topic and details about an informational topic.LAFS.K.W.1.AP.2b Use a combination of drawing, dictating and writing in response to a topic, text or stimulus (e.g., event, photo).LAFS.K.W.1.AP.2c Organize information on a topic that includes two pieces of relevant content.LAFS.1.W.1.AP.2a Write simple statements that name a topic and supply some facts about the topic.LAFS.1.W.1.AP.2b Provide a concluding statement or section to a permanent product.LAFS.2.W.1.AP.2a Write statements that name a topic and supply some facts about the topic.LAFS.2.W.1.AP.2b When writing information/explanatory texts, represent facts and descriptions through the use of illustrations and captions.LAFS.2.W.1.AP.2c Order factual statements to describe a sequence of events or explain a procedure.LAFS.2.W.1.AP.2d Provide a concluding statement or section to a permanent product.LAFS.K.RI.1.AP.3a With prompting and support, describe the connection between two individuals, events, ideas or pieces of information.LAFS.1.RI.1.AP.3a Describe the connection between two individuals in a text.LAFS.1.RI.1.AP.3b Describe the connection between events in a text.LAFS.1.RI.1.AP.3c Describe the connection between pieces of information in a text.LAFS.2.RI.1.AP.3a Identify the connection between a series of historical events in an informational text.LAFS.2.RI.1.AP.3b Identify the steps in a process in an informational text and describe how they are connected.LAFS.2.RI.1.AP.3c Identify the connection between scientific ideas or concepts in an informational text.


PUBLISHED PRODUCT:Students will create a step by step how to guide of their choice including at least 3 steps.


TimeUnit


Assignment Options

Third

Qua

rter

( Ja

n 20

- Mar

26)

Mar 2-Mar 26

Unit 8Technology in Writing

Students will present information using appropriate graphics using both print and non print media. Students will use various assistive technology in the process.

LAFS.K.W.2.AP.6a With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.LAFS.1.W.2.AP.6a With guidance and support from adults, use a variety of digital tools (e.g., word processing, Internet) to produce and publish writing, including collaborating with peers.LAFS.1.W.2.AP.6b With guidance and support from adults, use a writing template, tool or mentor text to develop writing skills.LAFS.2.W.2.AP.6a With guidance and support from adults, use a variety of digital tools (e.g., word processing, Internet) to produce and publish writing, including collaborating with peers.LAFS.2.W.2.AP.6b With guidance and support from adults, use a writing template, tool or mentor text to develop writing skills.LAFS.K.W.3.AP.8a Identify various sources that can be used to gather information (e.g., library books, magazines, Internet) or to answer questions (e.g., how do we find out?).LAFS.K.W.3.AP.8b Use provided illustrations or visual displays to gain information on a topic.LAFS.K.W.3.AP.8c With guidance and support from adults, gather information from provided sources (e.g., highlight, quote or paraphrase from source) to answer a question.LAFS.K.W.3.AP.8d With guidance and support from adults, recall information from experiences to answer a question.LAFS.1.W.3.AP.8a With guidance and support from adults, recall information from experiences to answer a question.LAFS.1.W.3.AP.8b Utilize various sources (e.g., word wall, book talks, visuals/images, Internet) that are provided to gather information in order to answer questions (how do we find out?).LAFS.1.W.3.AP.8c Use illustrations and details in a text to obtain facts and compose information on a topic.LAFS.K.SL.2.AP.5a Use drawings or visual displays to add detail to written products or oral discussions.LAFS.1.SL.2.AP.5a Use drawings or visual displays to add detail to written products or oral discussions.LAFS.2.SL.2.AP.5a Use drawings or other visual displays to clarify ideas, thoughts and feelings.


PUBLISHED PRODUCT:Students will use a computer or iPad to create a digital slide presentation on their class or family.


TimeUnit


Assignment Options

Four

th Q

uart

er (

Apr 6

- Jun

e 5)

Apr 6-Apr 24

Unit 3Comprehension

Students will review sequence, characters, author’s purpose, plot, setting, and conflict within a story. Students will compare and analyze themes of different stories.

LAFS.K.RL.3.AP.9a With prompting and support, compare (i.e., find something the same) between familiar stories.LAFS.K.RL.3.AP.9b With prompting and support, contrast (i.e., find differences) between two familiar stories.LAFS.1.RL.3.AP.9a Compare and contrast (what is the same and what is different) the experiences of characters in stories.LAFS.1.RL.3.AP.9b Compare and contrast the adventures of characters in stories.LAFS.2.RL.3.AP.9a Compare and contrast illustrations or visuals between two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.LAFS.2.RL.3.AP.9b Compare and contrast characters or events between two or more versions of the same story by different authors or from different cultures.LAFS.3.RL.3.AP.9a Compare the similarities of two or more texts or adapted texts on the same topic or by the same author.LAFS.3.RL.3.AP.9b Contrast the differences of settings/plots of stories written by the same author about the same or similar characters.LAFS.K.RL.4.AP.10a Answer questions about reading, such as “Why do we read? What do we read?”.LAFS.K.RL.4.AP.10b Choose narrative or informational text to read and reread, listen to or view for leisure purposes.LAFS.K.RL.4.AP.10c Engage in group reading of stories or poems by sharing something learned or something enjoyed.LAFS.1.RL.4.AP.10a Choose narrative text (e.g., prose, poetry, and story) or adapted text to read and reread, listen to or view for a variety purposes.LAFS.2.RL.4.AP.10a Choose narrative text or adapted text to read and reread, listen to or view for leisure purposes.LAFS.K.RL.4.AP.10a Answer questions about reading, such as “Why do we read? What do we read?”.LAFS.K.RL.4.AP.10b Choose narrative or informational text to read and reread, listen to or view for leisure purposes.LAFS.K.RL.4.AP.10c Engage in group reading of stories or poems by sharing something learned or something enjoyed.LAFS.1.RL.4.AP.10a Choose narrative text (e.g., prose, poetry, and story) or adapted text to read and reread, listen to or view for a variety purposes.LAFS.2.RL.4.AP.10a Choose narrative text or adapted text to read and reread, listen to or view for leisure purposes.LAFS.K.RI.1.AP.2a Discuss key details and main topic.LAFS.K.RI.1.AP.2c With prompting and support, retell/identify key details in a text.LAFS.1.RI.1.AP.2a Discuss key details and the main topic of a preferred text.LAFS.1.RI.1.AP.2b Identify the main topic of an informational text.LAFS.1.RI.1.AP.2c Retell/identify key details in an informational text.LAFS.2.RI.1.AP.2a Identify the main topic of a multi-paragraph informational text.LAFS.2.RI.1.AP.2b Identify the focus of specific paragraphs within in an informational text.


PUBLISHED PRODUCT:Students will create a book bag including 3 items that describe the character or setting in a story.


TimeUnit


Assignment Options

Four

th Q

uart

er (

Apr 6

-June

5 )

Apr 27-May 15

Unit 4Fiction and Nonfiction

Students will explore the differences between fiction and nonfiction. They will compare and contrast different genres and their literary devices.

LAFS.K.RI.2.AP.4a Ask questions about unknown words in a text.LAFS.K.RI.2.AP.4b Answer questions about unknown words in a text.LAFS.1.RI.2.AP.4a Ask questions to help determine or clarify the meaning of words in a textLAFS.1.RI.2.AP.4b Answer questions to help determine or clarify the meaning of words in a text.LAFS.1.RI.2.AP.4c Ask questions to help determine or clarify the meaning of phrases in a text.LAFS.1.RI.2.AP.4d Answer questions to help determine or clarify the meaning of phrases in a text.LAFS.2.RI.2.AP.4a Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.LAFS.K.RI.3.AP.9a With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., imaginary or real bear; photo versus illustration of something not real).LAFS.1.RI.3.AP.9a Identify basic similarities in two texts on the same topic (e.g., in illustrations, descriptions or procedures).LAFS.1.RI.3.AP.9b Identify basic differences between two texts on the same topic (e.g., in illustrations, descriptions or procedures).LAFS.2.RI.3.AP.9a Compare the most important points presented by two texts on the same topic.LAFS.2.RI.3.AP.9b Contrast the most important points presented by two texts on the same topic.LAFS.K.RI.4.AP.10a Choose informational text to read and reread, listen to or view for leisure purposes.LAFS.K.RI.4.AP.10b Choose text to read and reread, listen to or view for informational purposes (e.g., to answer questions; to understand the world around them).LAFS.K.RI.4.AP.10c Engage in group reading of informational text by sharing something learned or something enjoyed.LAFS.1.RI.4.AP.10a Choose text of increasing complexity to read and reread, listen to or view for informational purposes (e.g., to answer questions; understand the world around them).LAFS.2.RI.4.AP.10a Choose informational text to read and reread, listen to or view for understanding.LAFS.2.RI.4.AP.10b Choose text to read and reread, listen to or view for informational purposes (e.g., to answer questions; to understand the world around them).


PUBLISHED PRODUCT:Students will complete a graphic organizer to compare and contrast historical fiction and historical nonfiction literature.


TimeUnit


Assignment Options

Four

th Q

uart

er (

Apr 6

-June

5 )

May 18- May 29

Unit 2Speaking and Listening

Students will practice listening to gather information. They will use the information gathered to give a presentation. Within the presentation the students will adjust their language based on the audience

LAFS.K.L.3.AP.4a Identify an affix or inflectional ending for a frequently occurring word.LAFS.K.L.3.AP.4b Identify the meaning of common inflections and affixes.LAFS.K.L.3.AP.4c Use meanings of common inflections and affixes as a clue to the meaning of an unknown word.LAFS.K.L.3.AP.4d Identify new meanings for familiar words.LAFS.1.L.3.AP.4a Use frequently occurring affixes as a clue to determine the meaning of the word.LAFS.1.L.3.AP.4b Use context within a sentence as a clue to determine the meaning of a word or phrase.LAFS.2.L.3.AP.4a Determine the meaning of a new word formed when a known prefix is added to the known word or root.LAFS.2.L.3.AP.4b Use knowledge of the meaning of individual words to predict the meaning of compound words.LAFS.2.L.3.AP.4c Use sentence context as a clue to the meaning of a word or phrase.LAFS.2.L.3.AP.4d Use a glossary or beginning dictionary to determine the meaning of a word.LAFS.K.SL.1.AP.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).LAFS.1.SL.1.AP.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).LAFS.1.SL.1.AP.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.LAFS.1.SL.1.AP.1c Ask questions to clear up any confusion about the topics or texts under discussion.LAFS.2.SL.1.AP.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and text under discussion).LAFS.2.SL.1.AP.1b Build on others’ talk in conversations by linking their comments to the remarks of others.LAFS.K.SL.2.AP.6a Orally share information from a selected permanent product or a favorite text.LAFS.1.SL.2.AP.6a Engage in small or large group discussions by sharing one’s own writing.LAFS.1.SL.2.AP.6b Produce (through dictation, writing, word array, and picture) complete sentences when appropriate to the task and situation.LAFS.2.SL.2.AP.6a Produce (through dictation, writing, word array, picture) complete sentences when appropriate to task and situation.


PUBLISHED PRODUCT:Students will write and deliver a mini auto biography on themselves that includes 3 sentences.

Access Points Scope & Sequence/Focus Calendar Math: K-2Approximate

TimeUnit Overview FOCUS Standards/DOK Weekly Assignment

Options

First Qua

rter (Aug

18- Oct 1

7)

Aug 18– Sept 12Unit 1Number Basics

OVERVIEW: Students will start the year by going over basic number concepts.

MAFS.K.CC.1.AP.1a - Rote count up to 10.MAFS.K.CC.1.AP.1b - Rote count up to 31.MAFS.K.CC.1.AP.1c - Rote count up to 100.MAFS.1.OA.4.AP.7a - Determine if equations are true or false, using whole number totals within 10.MAFS.2.OA.3.AP.3a - Identify a group of fewer than 10 objects as odd or even.

Weekly Assignments____ Write and order numbers 1-20____Compare sets of numbers____Explain how moving a decimal changes the value____Accurately estimatePublished Product: Student will compile a list of various ways to manipulate numbers.

Sept15 – Oct 3Unit 2Number Computation

OVERVIEW: Students will go over basic addition and subtraction problems in relation to real world situations with the use of manipulatives, number lines and other resources.

MAFS.K.OA.1.AP.1a Model with objects or communicate which groups of objects model “add___” or “take away” within 5 objects.MAFS.1.OA.1.AP.1a Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem.MAFS.1.OA.1.AP.1b Solve addition and subtraction word problems within 20.MAFS.1.OA.1.AP.1c Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures.MAFS.2.OA.1.AP.1c Write or select an equation representing the problems and its solution.

Weekly Assignments____Create a number line____Solve addition and subtraction problems using a number line____Create real world equationsPublished Product: Students will create and solve a real world equation using a model.

Oct 6-Oct 17Unit 3Fractions

OVERVIEW: Students will explore fractions through various outlets using language like whole, half, third, fourth, etc.

MAFS.K.NBT.1.AP.1a Identify the value of a base ten block and ones block to build representations of 11-15.MAFS.1.G.1.AP.3a Partition circles and rectangles into two and four equal partsMAFS.2.G.1.AP.3a Partition circles and rectangles into two, three, and four equal parts. MAFS.2.G.1.AP.3b Label a partitioned shape (e.g., one whole rectangle was separated into two halves; one whole circle was separated into three thirds).

Weekly Assignments____Find parts of a whole____Identify equivalent and nonequivalent fractionsPublished Product: Students will use a model to represent 3 various fractions.



Options

Second Q

uarter ( O

ct 21-Jan

15 )

Oct21 –Oct 31Unit 4Time and Money

OVERVIEW: Students will determine the name and value of coins and bills. They will explore the use of money. Students will interact with both analog and digital clocks to learn about time.

MAFS.K.OA.1.AP.1a Model with objects or communicate which groups of objects model “add___” or “take away” within 5 ob MAFS.1.NBT.2.AP.2a Build representations of numbers up to 31 by creating a group of 10 and some ones (e.g., 13 = one ten and three ones).MAFS.1.NBT.2.AP.2b Identify the value of the numbers in the tens and one place within a given number up to 31.jects.MAFS.2.MD.3.AP.7a Tell and write time in hours and half-hours using analog and digital clocks.MAFS.2.MD.3.AP.7b Categorize everyday activities into a.m. and p.m.

Weekly Assignments____Identify the difference between the minute and the hour hand____Match school events to the time they happenPublished Product: Student will create a schedule of at least 4 events putting them in sequential order.

Second Q

uarter ( O

ct 21-Jan

15 )Nov 3- Nov 21

Unit 5MeasurementOVERVIEW: Students will use various measuring tools like a ruler and a measuring cup as well as nontraditional tools like string or a cup to learn about measurement and its units.

MAFS.K.MD.1.AP.1a Describe objects in terms of measurable attributes (longer, shorter, heavier, lighter, etc.)MAFS.K.MD.1.AP.aa Express the length of an object as a whole number of lengths of another shorter object.MAFS . K.MD.1.AP.2a Compare two objects with a measurable attribute in common to see which object has more/less of the attribute (length, height, weight).MAFS.1.MD.1.AP.1a Order up to three objects based on a measurable attribute (height, weight, length).MAFS.1.MD.1.AP.1b Order three objects by length; compare the lengths of two objects indirectly by using a third object.MAFS.1.MD.1.AP.aa Use a ruler to measure the length of an object with exact whole units.MAFS.2.MD.1.AP.1a Select appropriate tool and unit of measurement to measure an object (ruler or yard stick, inches or feet).MAFS.2.MD.1.AP.1b Demonstrate or identify appropriate measuring techniques.MAFS.2.MD.1.AP.2a Recognize that standard units can be decomposed into smaller units. MAFS.2.MD.1.AP.2b Measure the attributes (length, width, height) of an object using two different size units.MAFS.2.MD.1.AP.3a Estimate the length of an object using units of feet and inches.MAFS.2.MD.1.AP.4a Solve problems involving the difference in standard length units.MAFS.2.MD.2.AP.5a Solve addition and subtraction word problems involving the difference in standard length units.

Weekly Assignments ____ Match the appropriate measuring tool to the item use measure with it____ Measure an item using 1 conventional and 1 nonconventional measuring tool____Order 3 items by their measurementsPublished Product: Student will measure their height and use representation (string, cut out etc.) to order from shortest to tallest.



Options

Second Q

uarter ( O

ct 21-

Jan 15 )

Dec 1-Dec 19Unit 6Graphs

OVERVIEW: Students will learn to collect data and how to organize it in various graphs: Bar, Circle, Line, and Picture.

MAFS.K.MD.1.AP.2a Compare two objects with a measurable attribute in common to see which object has more/less of the attribute (length, height, weight). MAFS.1.MD.3.AP.4a Analyze data by sorting into two categories; answer questions about the total number of data points and how many in each category.MAFS.1.MD.3.AP.4b Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for two or more categories.MAFS.1.MD.3.AP.4c Compare the values of the two categories of data in terms of more or less.MAFS.2.MD.4.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems4 using information presented in a bar graph.

Weekly Assignments____Come up with questions to graph ____Collect the necessary data____Put the collected data into graph form of their choice(bar, line, circle, picture)Published Product: Students will use data collection to create a graphing model that represents results of a question.

Second Q

uarter (

Oct 21-Jan

15 )

Jan 5–Jan 15Unit 7Polygons

OVERVIEW: Students will explore the names of different shapes and their attributes. They will also compare shapes by their attributes.

MAFS.K.G.1.AP.1a Use spatial language (e.g., above, below) to describe two-dimensional shapes.MAFS.K.G.1.AP.2a Recognize two-dimensional shapes (e.g., circle, square, triangle, rectangle), regardless of orientation or size.MAFS.K.G.2.AP.6a Compose a larger shape from smaller shapes.MAFS.1.G.1.AP.1a Distinguish two-dimensional shapes based upon their defining attributes (i.e., edges, vertices, and points).MAFS.1.G.1.AP.2a Draw or build two- and three-dimensional shapes.

Weekly Assignments____Identify shapes worksheet or scavenger hunt____Combine shapes/ deconstruct shapes to make new onesPublished Product: Students will use shapes/ tangrams to create a picture.

Third Qua

rter (Jan

20-Mar 26

) Jan 20- Jan 30Unit 83D Shapes

OVERVIEW: Students will explore the names of different 3D shapes and their attributes. They will also compare 3D shapes by their attributes.

MAFS.K.G.2.AP.4a Recognize two-dimensional shapes in environment, regardless or orientation or size.MAFS.K.G.2.AP.4b Use spatial language (e.g., above, below, etc.) to describe three-dimensional shapes.MAFS.1.G.1.AP.2a Draw or build two- and three-dimensional shapes.MAFS.2.G.1.AP.2a Count the squares that fill a rectangle drawn on graph paper.

Weekly Assignments____Identify 3D shapes and their attributes____Explore what 2D shapes compose 3D shapesPublished Product: Students will find 3- 3D objects and note their 2D counterparts on a scavenger hunt.



Options

Third Qua

rter ( Jan

20-Mar 26

) Feb 2-Feb 13Unit 2Number Computation




Third Qua

rter ( Jan

20-Mar 26

)

Feb 17-Feb 27Unit 5Measurement

OVERVIEW: Students will use various measuring tools like a ruler and a measuring cup as well as nontraditional tools like string or a cup to learn about measurement and its units.

MAFS.K.MD.1.AP.1a Describe objects in terms of measurable attributes (longer, shorter, heavier, lighter, etc.)MAFS.K.MD.1.AP.aa Express the length of an object as a whole number of lengths of another shorter object.MAFS . K.MD.1.AP.2a Compare two objects with a measurable attribute in common to see which object has more/less of the attribute (length, height, weight).MAFS.1.MD.1.AP.1a Order up to three objects based on a measurable attribute (height, weight, length).MAFS.1.MD.1.AP.1b Order three objects by length; compare the lengths of two objects indirectly by using a third object.MAFS.1.MD.1.AP.aa Use a ruler to measure the length of an object with exact whole units.MAFS.2.MD.1.AP.1a Select appropriate tool and unit of measurement to measure an object (ruler or yard stick, inches or feet).MAFS.2.MD.1.AP.1b Demonstrate or identify appropriate measuring techniques.MAFS.2.MD.1.AP.2a Recognize that standard units can be decomposed into smaller units. MAFS.2.MD.1.AP.2b Measure the attributes (length, width, height) of an object using two different size units.MAFS.2.MD.1.AP.3a Estimate the length of an object using units of feet and inches.MAFS.2.MD.1.AP.4a Solve problems involving the difference in standard length units.MAFS.2.MD.2.AP.5a Solve addition and subtraction word problems involving the difference in standard length units.

Weekly Assignments ____ Match the appropriate measuring tool to the item use measure with it____ Measure an item using 1 conventional and 1 nonconventional measuring tool____Order 3 items by their measurementsPublished Product: Student will measure their height and use representation (string, cut out etc.) to order from shortest to tallest.



Options

Third Qua

rter ( Jan

20-Mar

26 )

Mar 2-Mar 13Unit 4Time and Money

OVERVIEW: Students will determine the name and value of coins and bills. They will explore the use of money. Students will interact with both analog and digital clocks to learn about time.

MAFS.K.OA.1.AP.1a Model with objects or communicate which groups of objects model “add___” or “take away” within 5 ob MAFS.1.NBT.2.AP.2a Build representations of numbers up to 31 by creating a group of 10 and some ones (e.g., 13 = one ten and three ones).MAFS.1.NBT.2.AP.2b Identify the value of the numbers in the tens and one place within a given number up to 31.jects.MAFS.2.MD.3.AP.7a Tell and write time in hours and half-hours using analog and digital clocks.MAFS.2.MD.3.AP.7b Categorize everyday activities into a.m. and p.m.

Weekly Assignments____Identify the difference between the minute and the hour hand____Match school events to the time they happenPublished Product: Student will create a schedule of at least 4 events putting them in sequential order.

Third Qua

rter ( Jan

20-Mar 26

) Mar 16-Mar 26Unit 6Graphs

OVERVIEW: Students will learn to collect data and how to organize it in various graphs: Bar, Circle, Line, and Picture.

MAFS.K.MD.1.AP.2a Compare two objects with a measurable attribute in common to see which object has more/less of the attribute (length, height, weight). MAFS.1.MD.3.AP.4a Analyze data by sorting into two categories; answer questions about the total number of data points and how many in each category.MAFS.1.MD.3.AP.4b Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for two or more categories.MAFS.1.MD.3.AP.4c Compare the values of the two categories of data in terms of more or less.MAFS.2.MD.4.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems4 using information presented in a bar graph.

Weekly Assignments____Come up with questions to graph ____Collect the necessary data____Put the collected data into graph form of their choice(bar, line, circle, picture)Published Product: Students will use data collection to create a graphing model that represents results of a question.



Options

Fourth Q

uarter( Ap

r 6

th - June 4

th )

Apr 6-Apr 24Unit 2Number Computation




Apr 27-May 15Unit 7Polygons

OVERVIEW: Students will explore the names of different shapes and their attributes. They will also compare shapes by their attributes

MAFS.K.G.1.AP.1a Use spatial language (e.g., above, below) to describe two-dimensional shapes.MAFS.K.G.1.AP.2a Recognize two-dimensional shapes (e.g., circle, square, triangle, rectangle), regardless of orientation or size.MAFS.K.G.2.AP.6a Compose a larger shape from smaller shapes.MAFS.1.G.1.AP.1a Distinguish two-dimensional shapes based upon their defining attributes (i.e., edges, vertices, and points).MAFS.1.G.1.AP.2a Draw or build two- and three-dimensional shapes.MAFS.2.G.1.AP.3a Partition circles and rectangles into two, three, and four equal parts.MAFS.2.G.1.AP.3b Label a partitioned shape (e.g., one whole rectangle was separated into two halves; one whole circle was separated into three thirds).

Weekly Assignments____Label the parts of a triangle____Label shape as congruent or not____Label shapes as similar or notPublished Product: Students will use shapes/ tangrams to create a picture.

May 18- May 29Unit 1Number Basics

OVERVIEW: Students will start out going over basic number concepts.

MAFS.K.CC.1.AP.1a Rote count up to 10.MAFS.K.CC.1.AP.1b Rote count up to 31.MAFS.K.CC.1.AP.1c Rote count up to 100.MAFS.1.OA.4.AP.7a Determine if equations are true or false, using whole number totals within 10.MAFS.2.OA.3.AP.3a Identify a group of fewer than 10 objects as odd or even.

Weekly Assignments____Count Objects by 10’s to compare 2 groups____ Order numbers in various formsPublished Product: Students will create a number line where they order numbers with visual representations.

Access Points Scope & Sequence/Focus Calendar Science: K-2Approximate


Options

Firs

t Qua

rter

(Aug

18-

Oct

17)

Aug 18–Aug 29

Unit 1Practice of Science

Students will review the scientific method, scientific theories,

various ways to gather data, basic lab safety measures, and lab

tools. They will go over how to execute experiments and draw

conclusions from them.

SC.K.N.1.In.2: Identify information about objects and actions in the natural world through observation.SC.K.N.1.Su.2: Identify information about objects in the natural world through observation.SC.K.N.1.Pa.2: Recognize common objects in the natural world through observation.SC.1.N.1.In.3 : Draw pictures about investigations conducted.SC.1.N.1.Su.3 : Contribute to group recordings of observations.SC.1.N.1.Pa.3 : Recognize common objects in the environment.SC.2.N.1.In.3 : Recognize that the results of a scientific activity should be the same when repeatedSC.2.N.1.Su.3 : Recognize that science activities can be repeated.SC.2.N.1.Pa.3 : Recognize common objects in different environments.

Weekly Assignments___Develop rules that will keep everyone safe.___ Determine the order of the steps in the scientific method.

Published Product Assignment: Student will create a poster to be displayed with the steps of the Scientific Method.

Sept 2-Sept 19

Unit 2Matter

Students will differentiate between mass and weight,

recognize particles and atoms. They will explore chemical and physical changes. Students will examine the 3 states of matter.

SC.K.P.9.In.1 : Recognize that the shape of objects, such as paper, changes when cut, torn, or crumpled.SC.K.P.9.Su.1 : Recognize that the shape of objects, such as paper, changes when cut or torn.SC.K.P.9.Pa.1 : Recognize a change in an object.SC.1.P.8.In.1 : Sort objects by observable properties, such as size, shape, color, or texture.SC.1.P.8.Su.1 : Sort objects by an observable property, such as size, shape, or color.SC.1.P.8.Pa.1 : Identify common classroom objects by one observable property, such as size or color.SC.2.P.8.In.2 : Identify objects and materials as solid or liquid.SC.2.P.8.Su.2 : Recognize water in solid or liquid states.SC.2.P.8.Pa.2 : Recognize water as a liquid.

Weekly Assignments___Categorize the 3 states of matter___Compare and Contrast a chemical and physical changeTurn a solid into a liquid and explain your observations

Published Product: Student will use a hypothesis to conduct an experiment identifying a solid as ice in its liquid form and the type of change that occurred.

Sept 22- Oct 3

Unit 3Gravity and Motion

Students will identify a simple machine and motion. Explore magnetic attraction. Define

acceleration, force, and gravity

SC.K.P.12.In.1: Identify ways that things move, such as fast or slow.SC.K.P.12.Su.1: Recognize that things move.SC.K.P.12.Pa.1: Track objects in motion.SC.1.E.5.In.2: Observe and recognize that an object will fall when it is dropped.SC.1.E.5.Su.2: Indicate the location of an object before and after it falls.SC.1.E.5.Pa.2: Track objects that fall to the ground.SC.2.P.13.In.1: Observe and identify that pushing or pulling an object can change the direction of movement of the object.SC.2.P.13.Su.1 : Identify that pushing or pulling an object makes it move.SC.2.P.13.Pa.1: Recognize that pushing and pulling an object makes it move.

Weekly Assignments___Explore how acceleration affects motion___Define gravity as a force compare and contrast life with and without it

Published Product: Student will create a model/ diagram showing what a location (classroom, playground, living room etc.) would look like without gravity.



Options

Oct 6- Oct 24

Unit 4Energy

Students will review energy sources, different ways energy is produced and

used, and how energy has the ability to cause motion

and change.

SC.K.P.10.In.1: Identify objects that create specific sounds.SC.K.P.10.Su.1: Match sounds to specific objects.SC.K.P.10.Pa.1: Recognize and respond to common sounds.SC.2.P.10.In.1: Identify ways people use electricity in their lives.SC.2.P.10.Su.1: Recognize a way people use electricity in their lives.SC.2.P.10.Pa.1: Activate a device that uses electricity.

Weekly Assignments___Write a list of the different forms of energy___Identify where different types of energy are produced from___Brainstorm different ways we use energy daily

Published Product: Student will use a graphic organizer to compare and contrast various forms of energy.

Seco

nd Q

uart

er( O

ct 2

1- Ja

n 15

)

Oct 27–Nov 21

Unit 5Earth

Students will identify the 3 layers of the earth, various

landforms, rocks and minerals. Students will investigate what causes

environmental changes over time.

SC.K.E.5.In.2: Identify daily activities in a 24-hour period, such as eating breakfast and going to bed, and associate activities with morning and night.SC.K.E.5.Su.2: Identify one common activity that occurs in the day and one that occurs in the night.SC.K.E.5.Pa.2 : Recognize one common activity that occurs during the day.SC.1.E.6.In.3: Distinguish between events that happen slowly and those that happen fast.SC.1.E.6.Su.3: Distinguish between actions that are fast or slow.SC.1.E.6.Pa.3: Recognize an action as fast or slow.SC.2.E.6.In.1: Sort rocks according to size and shape.SC.2.E.6.Su.1: Sort rocks according to size.SC.2.E.6.Pa.1: Recognize the ground in the environment.

Weekly Assignments___Identify the 3 layers of Earth___ Explore characteristics of rocks and minerals found on the Earth’s crust (size, color, luster etc.)___ Describe what can happen to change or create landforms as the Earth shifts.___ Sort facts into a graphic organizer based on the mantle and core

Published Product: Student will create a model that shows the layers of the Earth and what is found on each one.

Dec 1-Dec 19

Unit 6Space

Students will identify various things in the sky. They will

discover various parts of our solar system and their

characteristics as well as how they move through

time.

SC.K.E.5.In.4: Identify the Moon in the sky at night.SC.K.E.5.Su.4: Recognize the Moon in the sky at night.SC.K.E.5.Pa.4: Associate the Moon with night.SC.1.E.5.In.1: Identify that there are many stars in the sky.SC.1.E.5.Su.1: Recognize that there are many stars in the sky.SC.1.E.5.Pa.1: Associate stars with the night sky.

Weekly Assignments___ Brainstorm objects you see outside in the sky during the day and at night___ Define things in the sky you can’t see (galaxy, solar system, planets)___ Explore how rotations effect the time for a day and a year

Published Product: Student will name and create their own solar system including elements from the solar system

they are a part of (sun, moons, planets, stars/ constellations etc.)


TimeUnit

Hyperlinked to Blueprint

FOCUS Standards/DOK Weekly AssignmentOptions

Third

Qua

rter

( Ja

n 20

- Mar

26

th )

Jan 5 -Feb. 6

Unit 7Plants and Animals

Students will identify and sort living things, non-living things, plants and animals. They will identify parts of

living things and their functions. They will organize and display the steps of the

lifecycle.

SC.K.L.14.In.3: Identify differences in characteristics of plants and animals.SC.K.L.14.Su.3: Match identical animals and plants.SC.K.L.14.Pa.2: Distinguish between a plant and animal.SC.1.L.14.In.3: Identify characteristics of living and nonliving things, including whether they need food or water.SC.1.L.14.Su.3: Distinguish common living and nonliving things in the environment.SC.1.L.14.Pa.3: Recognize self and others as living things.SC.2.L.17.In.1: Identify the basic needs of living things, including water, food, and air.SC.2.L.17.Su.1: Recognize that living things have basic needs, including water and food.SC.2.L.17.Pa.1: Recognize that animals need water.

Weekly Assignments___ Sort items into healthy foods, unhealthy foods, and exercise___Make a list of needed items and the steps to proper hand washing to avoid illness___ Make a chart of 3 body systems and their function

Published Product: Students will create a model of 1 body system.

Feb 9- Feb 27

Unit 8Health

Students will identify healthy foods and exercises.

Students will explore the various body systems

(skeletal, muscular, etc)

SC.K.L.14.In.1: Recognize the senses of sight, hearing, and smell and related body parts.SC.K.L.14.Su.1: Recognize the senses of sight and hearing and related body parts.SC.K.L.14.Pa.1: Recognize and respond to one type of sensory stimuli.SC.2.L.14.In.1: Identify major external body parts, such as hands and legs, and their uses.SC.2.L.14.Su.1: Match external body parts, such as a foot, to their uses.SC.2.L.14.Pa.1: Recognize one or more external body parts.

Weekly Assignments___ Complete a diagram of plant parts and their function___ Classify animals into groups based on characteristics___ Will create a life cycle of a plant or animal___ List the different habitats and some characteristics___ Match plants and animals to their different habitats

Published Product: Students will complete a report on a plant or animal of their choice.


TimeUnit



Third

Qua

rter

( Ja

n 20

- Mar

26

th )

Mar 2- Mar 13

Unit 3Gravity and Motion

Students will identify a simple machine and motion. Explore magnetic attraction. Define acceleration, force, and gravity.

SC.K.P.12.In.1: Identify ways that things move, such as fast or slow.SC.K.P.12.Su.1: Recognize that things move.SC.K.P.12.Pa.1: Track objects in motion.SC.1.E.5.In.2: Observe and recognize that an object will fall when it is dropped.SC.1.E.5.Su.2: Indicate the location of an object before and after it falls.SC.1.E.5.Pa.2: Track objects that fall to the ground.SC.2.P.13.In.1: Observe and identify that pushing or pulling an object can change the direction of movement of the object.SC.2.P.13.Su.1 : Identify that pushing or pulling an object makes it move.SC.2.P.13.Pa.1: Recognize that pushing and pulling an object makes it move.

Weekly Assignments___Explore how acceleration affects motion___Define gravity as a force compare and contrast life with and without it

Published Product: Student will create a model/ diagram showing what a location (classroom, playground, living room etc.) would look like without gravity.

Mar 16-Mar 26

Unit 5Earth

Students will identify the 3 layers of the earth, various landforms, rocks and minerals. Students will investigate what causes environmental changes over time.

SC.K.E.5.In.2: Identify daily activities in a 24-hour period, such as eating breakfast and going to bed, and associate activities with morning and night.SC.K.E.5.Su.2: Identify one common activity that occurs in the day and one that occurs in the night.SC.K.E.5.Pa.2 : Recognize one common activity that occurs during the day.SC.1.E.6.In.3: Distinguish between events that happen slowly and those that happen fast.SC.1.E.6.Su.3: Distinguish between actions that are fast or slow.SC.1.E.6.Pa.3: Recognize an action as fast or slow.SC.2.E.6.In.1: Sort rocks according to size and shape.SC.2.E.6.Su.1: Sort rocks according to size.SC.2.E.6.Pa.1: Recognize the ground in the environment.

Weekly Assignments___Identify the 3 layers of Earth___ Explore characteristics of rocks and minerals found on the Earth’s crust (size, color, luster etc.)___ Describe what can happen to change or create landforms as the Earth shifts.___ Sort facts into a graphic organizer based on the mantle and core

Published Product: Student will create a model that shows the layers of the Earth and what is found on each one.

Four

th Q

uart

er( A

pr 6

th- J

une

4th)

Apr 6-Apr 17

Unit 6Space

Students will identify various things in the sky. They will discover various parts of our solar system and their characteristics as well as how they move through time.

SC.K.E.5.In.4: Identify the Moon in the sky at night.SC.K.E.5.Su.4: Recognize the Moon in the sky at night.SC.K.E.5.Pa.4: Associate the Moon with night.SC.1.E.5.In.1: Identify that there are many stars in the sky.SC.1.E.5.Su.1: Recognize that there are many stars in the sky.SC.1.E.5.Pa.1: Associate stars with the night sky.

Weekly Assignments___ Brainstorm objects you see outside in the sky during the day and at night

___ Define things in the sky you can’t see (galaxy, solar system, planets)

___ Explore how rotations effect the time for a day and a year

Published Product: Student will name and create their own solar system including elements from the solar system they are a part of (sun, moons, planets, stars/ constellations etc.)


TimeUnit



Four

th Q

uart

er( A

pr 6

th -

June

4

th )

Apr 20-May 1

Unit 2Matter

Students will differentiate between mass and weight, recognize particles and atoms. They will explore chemical and physical changes. Students will examine the 3 states of matter.

SC.K.P.9.In.1 : Recognize that the shape of objects, such as paper, changes when cut, torn, or crumpled.SC.K.P.9.Su.1 : Recognize that the shape of objects, such as paper, changes when cut or torn.SC.K.P.9.Pa.1 : Recognize a change in an object.SC.1.P.8.In.1 : Sort objects by observable properties, such as size, shape, color, or texture.SC.1.P.8.Su.1 : Sort objects by an observable property, such as size, shape, or color.SC.1.P.8.Pa.1 : Identify common classroom objects by one observable property, such as size or color.SC.2.P.8.In.2 : Identify objects and materials as solid or liquid.SC.2.P.8.Su.2 : Recognize water in solid or liquid states.SC.2.P.8.Pa.2 : Recognize water as a liquid.

Weekly Assignments___Categorize the 3 states of matter___Compare and Contrast a chemical and physical changeTurn a solid into a liquid and explain your observations

Published Product: Student will use a hypothesis to conduct an experiment identifying a solid as ice in its liquid form and the type of change that occurred.

May 4-May 15

Unit 4Energy

Students will review energy sources, different ways energy is produced and used, and how energy has the ability to cause motion and change.

SC.K.P.10.In.1: Identify objects that create specific sounds.SC.K.P.10.Su.1: Match sounds to specific objects.SC.K.P.10.Pa.1: Recognize and respond to common sounds.SC.2.P.10.In.1: Identify ways people use electricity in their lives.SC.2.P.10.Su.1: Recognize a way people use electricity in their lives.SC.2.P.10.Pa.1: Activate a device that uses electricity.

Weekly Assignments___Write a list of the different forms of energy___Identify where different types of energy are produced from___Brainstorm different ways we use energy daily

Published Product: Student will use a graphic organizer to compare and contrast various forms of energy.

May 18- May 29

Unit 8HealthStudents will identify healthy foods and exercises. Students will explore the various body systems (skeletal, muscular etc)

SC.K.L.14.In.1: Recognize the senses of sight, hearing, and smell and related body parts.SC.K.L.14.Su.1: Recognize the senses of sight and hearing and related body parts.SC.K.L.14.Pa.1: Recognize and respond to one type of sensory stimuli.SC.2.L.14.In.1: Identify major external body parts, such as hands and legs, and their uses.SC.2.L.14.Su.1: Match external body parts, such as a foot, to their uses.SC.2.L.14.Pa.1: Recognize one or more external body parts.

Weekly Assignments___ Complete a diagram of plant parts and their function___ Classify animals into groups based on characteristics___ Will create a life cycle of a plant or animal___ List the different habitats and some characteristics___ Match plants and animals to their different habitats

Published Product: Students will complete a report on a plant or animal of their choice.

Access Points Scope & Sequence/Focus Calendar Social Studies: K-2

Time Frame

UnitHyperlinked to

Blueprint


Firs

t Qua

rter

(Aug

18-

Oct

17) Aug

18th – Oct 10th

Unit 1American History

Students will compare various cultures in the United States, and national holidays. They will evaluate events of our history and how life has changed over time. One’s own culture will be studied.

Unit 1American History

Continued

TimelineSS.K.A.1.In.a: Sequence three events using a simple timeline, such as events in the school day and at home.SS.K.A.1.Su.a: Sequence two events in the school day to show which comes first.SS.K.A.1.Pa.a: Recognize the next step in a sequenced activity.SS.1.A.2.In.a: Recognize examples of people and events from other times in stories.SS.1.A.2.Su.a: Recognize a story about someone living in a different time.SS.1.A.2.Pa.a: Recognize a past event.SS.1.A.3.In.b: Sequence three events in a student’s life using photographs or pictures on a timeline.SS.1.A.3.Su.b: Sequence two events in a student’s life using photographs or pictures.SS.1.A.3.Pa.b: Recognize one activity that comes next on a classroom daily schedule.

Primary & Secondary SourcesSS.K.A.1.In.b: Examine primary sources, such as photographs or paintings of a famous person.SS.K.A.1.Su.b: Examine a primary source, such as a photograph.SS.K.A.1.Pa.b: Associate a photograph or object with a person or event.SS.1.A.1.In.a: Identify a primary source, such as pictures or artifacts.SS.1.A.1.Su.a: Recognize a primary source, such as pictures or artifacts.SS.1.A.1.Pa.a: Recognize an object or photograph related to a person or event.SS.2.A.1.In.a: Use primary and secondary sources, such as artifacts, photographs, and videos, to obtain information.SS.2.A.1.Su.a: Use a primary or secondary source, such as an artifact, photograph, or video, to obtain information.SS.2.A.1.Pa.a: Recognize pictures or artifacts that relate to important people or events.

Using the media center, technology, & other sourcesSS.1.A.1.In.b: Locate information in pictures or print about a historical topic.SS.1.A.1.Su.b: Use pictures to answer a question about a historical topic.SS.1.A.1.Pa.b: Recognize a person as a source of information.SS.2.A.1.In.b: Use technology and other informational sources to find answers to questions about a historical topic.SS.2.A.1.Su.b: Use technology and other sources to obtain information about a historical topic.SS.2.A.1.Pa.b: Recognize a book or picture as a source of information.

Past & Present: Changes over timeSS.K.A.2.In.a: Recognize items from the present and the past, such as clothing and transportation.SS.K.A.2.Su.a: Recognize clothing from the present and the past.SS.K.A.2.Pa.a: Recognize a family member.SS.1.A.2.In.b: Recognize examples of daily life that are different from long ago.SS.1.A.2.Su.b: Recognize items that did not exist long ago.SS.1.A.2.Pa.b: Recognize family members of older generations.SS.2.A.2.In.d: Identify ways people living in colonial America changed their daily lives, such as food, clothing, and housing.SS.2.A.2.Su.d: Recognize that people living in colonial America built homes.SS.2.A.2.Pa.d: Recognize that people move to live in a new place.

Holidays, Celebrations & Other CulturesSS.K.A.2.In.b: SS.K.A.2.In.c: Recognize that national holidays and celebrations honor people or events, such as Thanksgiving, Memorial Day, or birthdays.SS.K.A.2.Su.b: SS.K.A.2.Su.c: Recognize a national holiday or celebration, such as Thanksgiving or birthdays.SS.K.A.2.Pa.b: SS.K.A.2.Pa.c: Associate a celebration with an event, such as a birthday or holiday.SS.1.A.2.In.c: Identify national holidays as a way of remembering and honoring people and events, such as Thanksgiving, Independence Day, and Memorial Day.SS.1.A.2.Su.c: Recognize a national holiday as a way of remembering and honoring people and events, such as Thanksgiving or Independence Day.SS.1.A.2.Pa.c: Recognize an activity associated with a national celebration, such as a family dinner on Thanksgiving.SS.2.C.2.In.e: Identify a contribution of African Americans, Hispanics, Native Americans, veterans, or women.SS.2.C.2.Su.e: Recognize a contribution of an African American, Hispanic, Native American, veteran, or woman.S S.2.C.2.Pa.e: Recognize that people from diverse backgrounds make contributions.

People in the past who have shown character ideals and principlesSS.K.A.2.In.d: Identify an act of bravery or honesty in stories about someone from the past, such as George Washington.SS.K.A.2.Su.d: Recognize a person who showed bravery in stories about the past.SS.K.A.2.Pa.d: Recognize a person in a story.SS.1.A.2.In.d: Identify a person from the past who showed bravery, honesty, or responsibility.SS.1.A.2.Su.d: Recognize a person who showed honesty, bravery, or responsibility.SS.1.A.2.Pa.d: Recognize a school leader, such as the principal.

Weekly Assignments____ Identify American holidays though a list

____ Record your favorite holiday and why (If student can’t do a holiday pick a time of year)

____ Compile a list of different cultures

____ Choose 2 cultures to compare and contrast

____ Make a list of major historical events

____ Write a date for each chosen event

____ Write a description (1 sentence) of each event

Published Product: Student will create a timeline of 3 important events in history.

http://www.cpalms.org/Public/PreviewAccessPoint/Preview/4531






















Time Frame

UnitHyperlinked to

Blueprint


Seco

nd Q

uart

er( O

ct 2

1- Ja

n 15

)

Oct 13th –Nov 21st

Unit 2Government

Students will research the branches of government, those involved, and their job. They will discover the role court plays in their lives.

Rules & Laws: Why they are importantSS.K.C.1.In.a: Identify a classroom rule.SS.K.C.1.Su.a: Recognize a classroom rule.SS.K.C.1.Pa.a: Associate a simple rule with a behavior in the classroom.

ConstitutionSS.2.C.3.In.a: Recognize that the American government has a set of written laws that all people must follow.SS.2.C.3.Su.a: Recognize a law that all Americans must follow.SS.2.C.3.Pa.a: Recognize a rule in the school.

Symbols, individuals, events, and documents that represent the United StatesSS.1.C.3.In.b: Recognize symbols and individuals that represent America, such as the American flag, Pledge of Allegiance, bald eagle, and current president.SS.1.C.3.Su.b: Recognize symbols that represent America, such as the American flag or Pledge of Allegiance.SS.1.C.3.Pa.b: Recognize the American flag.SS.2.C.3.In.b: Recognize symbols, individuals, and events that represent America, such as the White House, the Statue of Liberty, George Washington, and the Fourth of July.SS.2.C.3.Su.b: Recognize symbols and individuals that represent America, such as the White House, the Statue of Liberty, and George Washington.SS.2.C.3.Pa.b: Recognize a symbol and event that represent America, such as the Statue of Liberty and the Fourth of July.

Purpose and need for governmentSS.2.C.1.In.a: Recognize the purpose of rules and laws (government) in the home, school, and community, such as to promote safety, order, and good citizenship.SS.2.C.1.Su.a: Recognize the purpose of rules and laws in the home and school, such as to promote safety, order, and good citizenship.SS.2.C.1.Pa.a: Recognize rules in the classroom, such as cooperating and respecting personal space.

Consequences of an absence of rules and lawsSS.2.C.1.In.b: Identify a consequence of not having rules and laws in the school and community, such as lack of order and people getting hurt.SS.2.C.1.Su.b: Recognize a consequence of not having classroom and school rules, such as people getting hurt.SS.2.C.1.Pa.b: Associate an action with a consequence, such as a push causing an object to break.

Weekly Assignments____ List the branch of government

____ Match the people in government to

____ Describe the job of each government branch

____ Write a list of government agencies that help people and their description

____ Identify the current president and who has the equivalent role at school

____ Identify a court and who would be members at school

Published Product: Student will assign government job descriptions to people in school who fit the role.

Access Points Scope & Sequence/Focus Calendar Social Studies: K-2Time

FrameUnit



Seco

nd Q

uart

er( O

ct 2

1- Ja

n 15

)

Dec 1st-Jan 15th

Unit 3Geography

Student will learn about their physical environment as well as that of the United States through interpreting directions, and the use of maps as well as creating them. They will identify various landforms and bodies of water.

Identify key elements of maps and globes.SS.K.G.1.In.a: Identify the relative location of an object by using positional words, such as up/down and top/bottom.SS.K.G.1.Su.a: Identify the relative location of an object as up or down.SS.K.G.1.Pa.a: Recognize the location of an object or person.SS.K.G.1.In.b: Recognize a map as a drawing of a place.SS.K.G.1.Su.b: Recognize a picture of a location.SS.K.G.1.Pa.b: Associate a picture with a place.SS.1.G.1.In.b: Recognize elements in a key/legend on a simple map or drawing of a location, such as pictures and symbols.SS.1.G.1.Su.b: Recognize an element in a key/legend on a pictorial map or drawing of a location, such as pictures or symbols.SS.1.G.1.Pa.b: Associate an object, picture, or symbol with a location.

Using basic map key elements including cardinal directions and map symbolsSS.K.G.1.In.c: Recognize selected cardinal directions on a map.SS.K.G.1.Su.c: Recognize directions in which objects and people move.SS.K.G.1.Pa.c: Track movement in different directions.SS.1.G.1.In.c: Construct a simple map using map symbols.SS.1.G.1.Su.c: Complete a pictorial map using pictures or symbols for designated areas.SS.1.G.1.Pa.c: Associate an object, picture, or symbol with a location.

Identify a variety of physical features using a map and globeSS.K.G.1.In.d: Recognize a water feature on a map or globe.SS.K.G.1.Su.d: Recognize a water feature in a picture of a location.SS.K.G.1.Pa.d: Associate a picture with a place.SS.K.G.2.In.a: Identify a place in the classroom or school.SS.K.G.2.Su.a: Recognize a place in the classroom or school.SS.K.G.2.Pa.a: Associate a place with a person or activity in the classroom or school.SS.K.G.3.In.a: Recognize basic landforms, such as hills and forests.SS.K.G.3.Su.a: Recognize a basic landform, such as hills or forests.SS.K.G.3.Pa.a: Associate land with grass, dirt, or trees.SS.K.G.3.In.b: Recognize basic bodies of water in the local environment, such as a river and lake.SS.K.G.3.Su.b: Recognize a basic body of water in the local environment.SS.K.G.3.Pa.b: Recognize water in the environment.SS.1.G.1.In.d: Identify land and water on a map and globe, such as by using the color key—blue is water, and green/brown is land.SS.1.G.1.Su.d: Recognize land and water on a map and globe, such as by using the color key—blue is water and green/brown is land.SS.1.G.1.Pa.d: Recognize a picture of land or water.SS.1.G.1.In.e: Locate Florida and a major body of water on maps or globes, such as the Atlantic Ocean or the Gulf of Mexico.SS.1.G.1.Su.e: Recognize land and water on a map and globe, such as by using the color key—blue is water and green/brown is land.SS.1.G.1.Pa.e: Recognize a picture of land or water.SS.2.G.1.In.c: Recognize continents and oceans on a map or globe.SS.2.G.1.Su.c: Recognize land and water on a map or globe.SS.2.G.1.Pa.c: Recognize land and water in a picture.SS.2.G.1.In.d: Recognize the United States on a map of North America.SS.2.G.1.Su.d: Recognize a map of the United States.SS.2.G.1.Pa.d: Recognize land and water in a picture.

Weekly Assignments____ Answer questions based on a map

____ Compare and Contrast characteristics of 2 locations

____ Identify landforms pictured on road maps

____ Create a key for a map

____ Make a list of things/ places found in your neighborhood

____ Make a list of places that people live

____ Compile a list of places that you visit regularly in your environment

Published Product: Student will create a map of a chosen location including a minimum of roads, water, buildings, and landforms

Dec 1st-Jan 15th

Unit 3GeographyContinued

Use different types of maps (political, physical, and thematic) to identify map elements.SS.2.G.1.In.a: Identify map elements, such as the title, cardinal directions, and key/legend.SS.2.G.1.Su.a: Recognize map elements on a pictorial map, such as pictures and title.SS.2.G.1.Pa.a: Recognize a picture or symbol on a drawing of a location.

Using maps and globes, locate the student's address and hometownSS.K.G.2.In.b: Identify features of own home, such as home is where I live and it is on a street.SS.K.G.2.Su.b: Recognize a feature of own home, such as home is where I live.SS.K.G.2.Pa.b: Associate own home with a person or object.SS.2.G.1.In.b: Identify the student’s city and state.SS.2.G.1.Su.b: Recognize the student’s city and state.SS.2.G.1.Pa.b: Associate the name of the student’s city with home.

Access Points Scope & Sequence/Focus Calendar Social Studies: K-2Time Frame Unit



Third

Qua

rter

( Ja

n 20

- Mar

26

th )

Jan 20th-Feb 27th

Unit 4Exploration and

Expansion

Students will identify and gather information on different explorers. They will also follow a timeline of the expansion on the US.

Recognize that Native Americans were the first inhabitants in North America.SS.2.A.2.In.a: Identify early Native Americans.SS.2.A.2.Su.a: Recognize early Native Americans.SS.2.A.2.Pa.a: Recognize a characteristic of early Native Americans.

Native American tribes from various geographic regions of the USSS.2.A.2.In.b: Identify practices of Native American tribes, such as clothing, housing, and food.SS.2.A.2.Su.b: Recognize a practice associated with Native American tribes, such as clothing or housing.SS.2.A.2.Pa.b: Recognize a characteristic of early Native Americans.impact of immigrants on the Native AmericansSS.2.A.2.In.c: Recognize the impact of immigrants on the Native Americans, such loss of land and new diseases.SS.2.A.2.Su.c: Recognize that some Native Americans lost their homes to immigrants.SS.2.A.2.Pa.c: Recognize that people move to live in a new place.

Reasons why people came to the United StatesSS.2.A.2.In.e: Recognize reasons why people came to the United States, such as jobs or freedom.SS.2.A.2.Su.e: Recognize a reason for moving to a different home, such as jobs.SS.2.A.2.Pa.e : Recognize that people move to live in a new place.

Symbolism of the Statute of LibertySS.2.A.2.In.f: Identify that many immigrants saw the Statue of Liberty as they entered America.SS.2.A.2.Su.f: Recognize that the Statue of Liberty is in America.SS.2.A.2.Pa.f: Recognize the Statue of Liberty.

Influences of immigrants todaySS.2.A.2.In.h: Identify the influences of immigrants today, such as music, art, and foods from various cultures.SS.2.A.2.Su.h: Recognize food, clothing, and music from another culture.SS.2.A.2.Pa.h: Recognize differences in food or clothing from other cultures.

Weekly Assignments

____Match explorers to their contributions/ hardships

____Compare and contrast people involved in westward expansion

____Complete a graphic organizer on the Louisiana Purchase

____Write a brief overview of one expedition- what was it for?

____Write a summary of who was involved in the expedition

____Write a list of conflicts experienced on the expedition

Published Product: Student will make a brochure for a tour of an expedition of their choice including the following: location and time, packing list, people you will meet, conflicts they will encounter, the purpose, the outcome.






















Third

Qua

rter

( Ja

n 20

- Mar

26

th )

Mar 2nd- March 26th

Unit 5Citizens and Rights

Students will give examples of who is a citizen and who is not. They will also identify various rights (human, citizen etc.) They will acknowledge what it means to respect authority figures and the importance of cooperation.

Purpose and necessity of rules and laws at home, school, and communitySS.K.C.1.In.b: Identify reasons for having rules at home and in the classroom.SS.K.C.1.Su.b: Recognize reasons for having rules at home and in the classroom.SS.K.C.1.Pa.b: Associate a simple rule with a behavior in the classroom.SS.1.C.1.In.c: Identify an example of the use of power without authority in the classroom or school, such as bullying and stealing.SS.1.C.1.Su.c: Recognize an example of the use of power without authority in the classroom or school, such as bullying or stealing.SS.1.C.1.Pa.c: Recognize ownership of personal belongings.SS.1.C.2.In.a: Identify student responsibilities in the classroom and school, such as completing tasks and following rules.SS.1.C.2.Su.a: Recognize ways to be responsible in the classroom, such as completing tasks.SS.1.C.2.Pa.a: Associate completing a task with a classroom responsibility.

Characteristics of being a good citizenSS.K.C.2.In.a: Demonstrate characteristics of being a good citizen in the classroom, such as taking turns, sharing, and following rules.SS.K.C.2.Su.a: Demonstrate selected characteristics of being a good citizen in the classroom, such as taking turns and sharing.SS.K.C.2.Pa.a: Demonstrate a characteristic of being a good citizen, such as cooperating in the classroom.SS.1.C.2.In.b: Identify ways to be good citizens in the school, such as by taking care of school property and following school rules.SS.1.C.2.Su.b: Recognize a way to be a good citizen in the school, such as by taking care of school property.SS.1.C.2.Pa.b: Associate completing a task with responsible citizenship in the classroom.SS.2.C.2.In.b: Identify characteristics of responsible citizenship in the community, such as respecting property, helping neighbors, and participating in community activities.SS.2.C.2.Su.b: Recognize characteristics of responsible citizenship in the community, such as respecting property, helping neighbors, and participating in community activities.SS.2.C.2.Pa.b: Recognize a characteristic of responsible citizenship in the school, such as respecting property, helping others, or participating in school activities.

United States citizens have guaranteed rights and identify rightsSS.2.C.2.In.c: Identify a right of United States citizens, such as a right to vote or freedom of speech.SS.2.C.2.Su.c: Recognize a right of United States citizens, such as a right to vote or freedom of speech.SS.2.C.2.Pa.c: Recognize the right of students to make choices, such as selecting activities or materials.

Ways citizens can make a positive contribution in their communitySS.2.C.2.In.d: Recognize ways citizens can contribute to the community, such as volunteering and recycling.SS.2.C.2.Su.d: Recognize a way citizens can contribute to the community, such as volunteering or recycling.SS.2.C.2.Pa.d: Recognize a contribution to the school, such as volunteering.

Weekly Assignments____Compare and contrast a citizen and a noncitizen

____Compile a list of rights you receive as a citizen

____Differentiate between a right and a privilege

____Create a “wanted” poster for RESPECT and reasons why it’s wanted

Published Product: Student will create a job description for a good citizen in class.




























Mar 2nd- March 26th

Unit 5Citizens and Rights

Continued

Resolve conflicts by being a good citizenSS.K.C.2.In.b: Identify ways that friends avoid conflicts by being good citizens, such as by sharing and taking turns.SS.K.C.2.Su.b: Recognize a way to avoid conflicts with friends, such as by sharing.SS.K.C.2.Pa.b: Demonstrate a characteristic of being a good citizen, such as cooperating in the classroom.SS.K.C.2.In.c: Identify fair ways to make a decision, such as listening to other opinions or voting.SS.K.C.2.Su.c: Recognize a fair way to make a decision, such as raising hands or taking turns.SS.K.C.2.Pa.c: Associate making decisions with choices.SS.1.C.3.In.a: Identify ways to make a decision or resolve a conflict, such as talking about problems or listening to each other.SS.1.C.3.Su.a: Recognize ways to make a decision or resolve a conflict, such as talking about problems or listening to each other.SS.1.C.3.Pa.a: Recognize a way to make a decision or resolve a conflict, such as making a choice or taking turns.











Time Frame UnitHyperlinked to

Blueprint


Four

th Q

uart

er( A

pr 6

th -

June

4

th )

Apr 6th-Apr 24th

Unit 6Community

Students will identify various aspects of a community like the people in it and their occupations, how they themselves fit in their community and the difference between a producer and consumer. They will give examples of community projects, and why we pay taxes.

People work to earn money to buy things they need or wantSS.K.E.1.In.a: Identify school and community workers, such as teachers, police, and firefighters.SS.K.E.1.Su.a: Recognize a community worker, such as a police officer or firefighter.SSS.K.E.1.In.c: Recognize that people use money to buy things they need in stores. SS.K.E.1.Su.c: Recognize an example of a place to buy food, such as a grocery store or restaurant. SS.K.E.1.Pa.c: Recognize a desired item or activity. S.K.E.1.Pa.a: Recognize a school worker, such as a teacher or bus driver.

The difference between basic needs and wantsSS.K.E.1.In.d: Identify basic needs, such as food and clothing.SS.K.E.1.Su.d: Recognize basic needs, such as food and clothing.SS.K.E.1.Pa.d: Recognize a basic need, such as food or clothing.

The purpose of rules and laws in the school and communitySS.1.C.1.In.a: Identify reasons for rules that keep students safe in the classroom and school, such as keeping order.SS.1.C.1.Su.a: Recognize reasons for rules that keep students safe in the classroom and school, such as keeping order.SS.1.C.1.Pa.a: Associate a classroom rule with a consequence.

People who have the power and authority make and enforce rules and lawsSS.1.C.1.In.b: Identify authority figures in the school, such as the teacher, principal, and cafeteria manager.SS.1.C.1.Su.b: Recognize an authority figure in the school, such as the teacher or principal.SS.1.C.1.Pa.b: Recognize the teacher as the classroom leader.

Ways students can participate in the betterment of their school and communitySS.1.C.2.In.c: Identify ways to be good citizens in the school, such as by taking care of school property and following school rules.SS.1.C.2.Su.c: Recognize a way to be a good citizen in the school, such as by taking care of school property.SS.1.C.2.Pa.c: Associate completing a task with responsible citizenship in the classroom.

Money is a method of exchanging goods and servicesSS.K.E.1.In.b: Recognize forms of money, such as coins and bills.SS.K.E.1.Su.b: Recognize an example of money, such as a coin or bill.SS.K.E.1.Pa.b: Recognize differences in the appearance of coins.SS.1.E.1.In.a: Identify coins and bills as forms of money that can be used to buy things.SS.1.E.1.Su.a: Identify coins as money that can be used to buy things.SS.1.E.1.Pa.a: Recognize an item that can be traded for something else in the classroom.SS.1.E.1.In.d: Identify the difference between a buyer and seller.SS.1.E.1.Su.d: Recognize that people buy goods in a store.SS.1.E.1.Pa.d: Recognize an item that can be traded for something else in the classroom.

Weekly Assignments____ Create a list of occupations and places of employment in your community

____Brainstorm various ways you’re a member of your community

____Compare and Contrast a producer and consumer

Published Product: Student will design a community service project































Apr 6th-Apr 24th

Unit 6CommunityContinued

Opportunity of costs as giving up one thing for anotherSS.1.E.1.In.b: Recognize an example of opportunity costs, such as giving up watching television to play with a friend.SS.1.E.1.Su.b: Recognize a situation that involves making a choice, such as watching a video or playing a game.SS.1.E.1.Pa.b: Recognize an item that can be traded for something else in the classroom.

Examples of goods and servicesSS.1.E.1.In.c: Recognize examples of goods and services.SS.1.E.1.Su.c: Recognize examples of goods.SS.1.E.1.Pa.c: Recognize an example of goods.

People are buyers, sellers, and producers of goods and servicesSS.1.E.1.In.d: Identify the difference between a buyer and seller.SS.1.E.1.Su.d: Recognize that people buy goods in a store.SS.1.E.1.Pa.d: Recognize an item that can be traded for something else in the classroom.

People supply goods and services based on consumer demandsSS.2.E.1.In.b: Recognize that goods and services fill a need (demand), such as food with a grocery store and health care with a doctor.SS.2.E.1.Su.b: Recognize that goods fill a need, such as food from a grocery store or clothing from a department store.SS.2.E.1.Pa.b: Associate a desired item (goods) with a need.

Importance of saving money for future purchasesSS.1.E.1.In.e: Recognize ways that people save money, such as in a bank or other safe place.SS.1.E.1.Su.e: Recognize a way to save money, such as putting it in a bank.SS.1.E.1.Pa.e: Recognize that an item can be saved for later.

People make choices because of limited resourcesSS.1.E.1.In.f: Recognize that when there is not enough of something (scarce resource), people need to make choices, such as sharing, saving, or doing without.SS.1.E.1.Su.f: Recognize when there is not enough of something (scarce resource).SS.1.E.1.Pa.f: Associate not enough with no more.SS.2.E.1.In.a: Recognize that people make choices when there is little or none left of a resource.SS.2.E.1.Su.a: Recognize when there is little or none left of a resource.SS.2.E.1.Pa.a: Recognize when there is none left of a resource.

United States trades with other nations to exchange goods and servicesSS.2.E.1.In.c: Recognize that some goods come from other countries.SS.2.E.1.Su.c: Recognize that some goods come from far away.SS.2.E.1.Pa.c: Associate a desired item (goods) with its source.




























Apr 27th-June 5

Unit 7Florida

Students will learn about the history of Florida including its historic nature, various explorers, how it faced the challenges of wars and the Great Depression, what they contributed to others and the physical features.

SS.1.G.1.In.a: Identify a map of the local community or Florida.SS.1.G.1.Su.a: Recognize a pictorial map of the local community or Florida.SS.1.G.1.Pa.a: Recognize a drawing of home or school

Weekly Assignments____List weather conditions that effect Florida

____Identify and describe physical features of Florida

____Describe Florida economic contributions

____Create a bubble chart on St. Augustine and its’ attributes

____Recognize famous explorers from FL and their explorations

Published Product: Student will create a travel brochure to give key points on visiting a location in Florida.




TEXT TASKS LITERATURE CHOICES

Kindergarten Reading Wonders

Unit 1 Week 1Soup Mouse and Monkey

Unit 1 Week 2Hop

Unit 1 Week 3The beachAt schoolSee it grow

Unit 2 Week 1We need toolsA trip

Unit 2 Week 2ShapesPlay with shapes

Unit 2 Week 3The bugs runI see a bug

Unit 3 Week 1Go NatWe run

Unit 3 Week 2Farm SoundsA noisy night

Unit 3 Week 3Going by cabCal’s busy week

Unit 4 Week 1On the jobThe neighborhood

Unit 4 Week 2Neighborhood partyParade day

Unit 4 Week 3We cleanCan you fix it?

Unit 5 Week 1My garden grows

Unit 5 Week 2My treeOur apple tree

Unit 5 Week 3Let’s make a saladFarm fresh Finn

Unit 6 Week 1Little BearAnt& Grasshopper

Unit 6 Week 2Weather is funKate and Tuck

Unit 6 Week 3Getting ReadyThe Storm

Unit 7 Week 1Animal BodiesTwo kinds of bears

Unit 7 Week 2Their petsMy cats

Unit 7 Week 3 New home

Unit 8 Week 1Going to Gran’s House

Unit 8 Week 2My trip to Yellowstone

Unit 8 Week 3How sun and moon found home

Unit 9 Week 1I used to help tooHow can Jane help?

Unit 9 Week 2Clive and his friendsFarmer White’s best friend

Unit 9 Week 3Look where it is fromNature at the craft fair

Unit 10 Week 1Animal bandWe want honey

Unit 10 Week 2Let’s make a bandGoing camping

Unit 10 Week 3Let’s save EarthHelp clean up

TEXT TASKS LITERATURE CHOICE

1 st Grade Reading Wonders

Unit 1 Week 1A fun dayWe like to share

Unit 1 Week 2A trip to the cityHarvest time

Unit 1 Week 3Mouse’s moon partyPolly the circus star

Unit 1 Week 4Friends are fun

Unit 1 Week 5We can move

Unit 2 Week 1Pick up dayAt work with mom

Unit 2 Week 2What a nestStaying afloat

Unit 2 Week 3Meerkat family

Unit 2 Week 4 The sick treeWow, Kitty!

Unit 2 Week 5How maps help

Unit 3 Week 1Kate saves the dateUncle George is coming

Unit 3 Week 2Yum StrawberriesA tree’s life

Unit 3 Week 3The magic PaintbrushThe storytelling stone

Unit 3 Week 4Schools now and then

Unit 3 Week 5Apples from farm to table

Unit 4 Week 1Fly to the rescueHummingbird’s wings

Unit 4 Week 2Penguins all around

Unit 4 Week 3Go Gator

Unit 4 Week 4Where is my home?The hat

Unit 4 Week 5Teach a dog

Unit 5 Week 1Nuts for winterDog Bones

Unit 5 Week 2Hide and seekThe foxes build a home

Unit 5 Week 3The wright brothers

Unit 5 Week 4Down on the farmGoing on a bird walk

Unit 5 Week 5What is a yurt?

Unit 6 Week 1What a feastBeware of the lion

Unit 6 Week 2Helping me, helping you

Unit 6 Week 3Snow dayHeat waveRainy day fun

Unit 6 Week 4The quiltPatty jumps

Unit 6 Week 5It’s Labor day

TEXT TASKS LITERATURE CHOICES

2 nd Grade Reading Wonders

Unit 1 Week 1Cat and DogThe quest

Unit 1 Week 2I’m down underMusic in my family

Unit 1 Week 3Too many pets?A new home for Henry

Unit 1 Week 4People helping whales

Unit 1 Week 5Families at work

Unit 2 Week 1Hippos at the zooWhere are they going?

Unit 2 Week 2The cat and the miceThe dog and the bone

Unit 2 Week 3A tree full of life

Unit 2 Week 4 Animal families

Unit 2 Week 5Amira’s petting zooAlice’s new pet

Unit 3 Week 1Forces at work

Unit 3 Week 2A special sunsetA different set of stars

Unit 3 Week 3City communities

Unit 3 Week 4Weather all around

Unit 3 Week 5The sounds of trash

Unit 4 Week 1Rocky Mountain National Park

Unit 4 Week 2Earthquakes

Unit 4 Week 3Sharing culturesA new life in India

Unit 4 Week 4Why turtles live in waterHow butterflies came to be

Unit 4 Week 5A hike in the woodsA little world

Unit 5 Week 1Fixing the playgroundThe food crew

Unit 5 Week 2Rainy dayThirteen is a crowd

Unit 5 Week 3Rudy-Garcia Tolson

Unit 5 Week 4Let’s carpoolOur beautiful tree

Unit 5 Week 5Government rules

Unit 6 Week 1Hercules and the golden apple

Unit 6 Week 2Wind power

Unit 6 Week 3Digging for sue

Unit 6 Week 4How to be a smart shopper

Unit 6 Week 5Matt’s JourneyA fantastic day

TEXT TASKS:After you have chosen a book from the text list, pick a task from the following list that students will complete to

go along with the text. Each task may only be competed once.

1.(DOK 2) After reading _______________, draw, dictate, and write a narrative to identify key details from the story. Use the words and illustrations to justify key details.

2. (DOK 1) After reading _________________, draw and dictate to identify the character from the story. Use a circle map to define what character means.

3.(DOK 1) After reading __________________, draw and dictate to identify the setting from the story. Use a circle map to define what setting means. 4.(DOK 1) After reading, __________________, draw and dictate to identify the major events in the story. Use a circle map to define what major events mean.

5.(DOK 1) After reading, __________________, draw, dictate, and write to define the role of the author. Use a circle map to define the role of the author.

6.(DOK 1) After reading, __________________, draw, dictate, and write to define the role of the illustrator. Use a circle map to define the role of the illustrator.

7. (DOK 1) After reading, __________________, draw, dictate, and write to show the characteristics of story books. Use a bubble map to describe the characteristics of a story book (e.g., character, setting, etc.)

8.(DOK 1) After reading, __________________, draw, dictate, and write to express your opinion on poetry. Support your opinion with reasons.

9.(DOK 1) After reading, __________________, use a double bubble map to show the similarities and difference between story books and poems.

10.(DOK 2) After reading, __________________, draw, dictate, and write an informative piece using your 5 senses that explains the main topic of the text using key details.

11.(DOK 2) After reading , __________________, create a tree map that describes the main topic and the key details. Use the information from the text to support your map.

12. (DOK 3) After reading , __________________, have a discussion to explain the connection between the information in the story. Use key details from the text to support your map.

13.(DOK 2) After reading , __________________, write an explanatory piece to explain how the photographs help to depict the people, place, information and ideas in the text. Use what you know about hands and tools to help support your writing.

14.(DOK 2) After reading , __________________, create a bubble map to identify the key details from the text. Use the key details to write an opinion piece about your feelings on the text. Use the text to support your reasons.

15.(DOK 1) After reading , __________________, use a flow map to retell the major events from the story in order. Include the character and setting in the retell.

16.(DOK 2) After reading , __________________, have an oral discussion about the central message of the story. Use the key details from the story to support your conversation.

17.(DOK 2) After reading , __________________, write a narrative piece retelling the story to identify the central message of the story.

18.(DOK 2) After reading , __________________, write a narrative to describe the characters from the story. Use story illustrations and key details to support your writing.

19.(DOK 2) After reading , __________________, identify if the story is fiction or nonfiction and create a bubble map to describe the characteristics of the text type.

20. (DOK 2) After reading , __________________, create a circle map to define the text type using text characteristics. 21.(DOK 2) After reading, __________________, write an opinion piece identifying your favorite character from the story. Use the characters point of view and illustrations to support your writing.

22. (DOK 2 After reading, __________________, create a flow map to retell the story in order. Include key plot points, details, and ideas to support your map.

23. (DOK 2) After reading, __________________, write an opinion piece stating your opinion of the characters from the story. Use the key details from the story to support your opinion.

24.(DOK 3) After reading, __________________, create a double bubble map to compare and contrast details from the story about the characters experiences.

25. (DOK 2) After reading, __________________, construct a tree map in which you identify and describe details of the text using who, what, when, why, and how.

26.(DOK 3) Create a sequencing map to recount details from the story, __________________, Using the map write a short response in which you determine the lesson of the text. Use textual evidence to support your answer.

27.(DOK 2)After reading , __________________, create a double bubble map comparing/contrasting information gained from illustrations and written print. Create a writing piece demonstrating how the illustrations enhanced the written text.

28.(DOK 3After reading , __________________, create a summary paragraph including the theme of the text and key ideas and details to support your discussion.

29.(DOK 2) After reading __ (literary text), participate in a structured collaborative discussion in which you explain how the author uses specific details to develop __ (characters, setting, specific events, theme- pick one to two elements). Identify relevant and descriptive details that support your inferences and the theme of the text.

30.(DOK 3) After reading the two folktales, write a short response consisting of 3-4 sentences, in which you explain how the themes in each text compare and contrast to one another.

31.(DOK 3) Using the text and text features ______________________, create a timeline graphic organizer, noting important events/details in order of how they happened.

WEEKLY ASSIGNMENT RUBRIC

Student: ___________________________________ Subject____________ Unit____ Week_____

CATEGORY 4 3 2 1 0

Explanation

(Scale/DOK)

Completion I completed the activity.

I completed most of the activity.

I completed half of the activity.

I completed a minimal amount of the activity.

I did not complete any of the activity.

Engagement I stayed focused and engaged for all of the

activity.

I stayed focused and engaged for most of

the activity.

I stayed focused and engaged for half of the

activity.

I stayed focused and engaged for a minimal amount of the activity.

I did not stay focused or engaged during any

of the activity.

Note: The “Explanation” category is based on the DOK academic scale and is customized to each lesson.

________________ out of 12 = ______________%

EXAMPLE: MONEY RUBRICStudent: ___________________________________ Subject____________ Unit____ Week_____

CATEGORY 4 3 2 1 0

Explanation

(Scale/DOK)

I combined the correct amount of coins to

make a dollar.

I accurately identified two coins, and gave

their values.

I accurately identified one coin.

I recognized coins. I did not recognize any coins.

Completion I completed the activity.

I completed most of the activity.

I completed half of the activity.

I completed a minimal amount of the activity.

I did not complete any of the activity.

Engagement I stayed focused and engaged for all of the

activity.

I stayed focused and engaged for most of

the activity.

I stayed focused and engaged for half of the

activity.

I stayed focused and engaged for a minimal amount of the activity.

I did not stay focused or engaged during any

of the activity.

________________ out of 12 = ______________%

Documents

Web viewStudents will break apart vocabulary to go over the parts of the word. ... words to predict the meaning of compound ... a simple machine and