Grade k final full

Table of Contents Kindergarten

English Language Arts

Curriculum Alignment ................................................................................................................. 1 Curriculum Map .......................................................................................................................... 15 Curriculum Guide ........................................................................................................................ 28 Lesson Plan Quarter 1 ................................................................................................................. 51 Lesson Plan Quarter 2 ................................................................................................................. 54 Lesson Plan Quarter 3 ................................................................................................................. 58 Lesson Plan Quarter 4 ................................................................................................................. 60

Math


Science


Social Science


iFunded by Title V-A Consolidated Grant

GUAM District Level Curriculum Alignment Grade K – ELA

Guam Department of Education 2013

Common Core State Standard (CCSS) GDOE Content Standard Alignment Notes SAT 10 Objectives K.RL.1 With prompting and support,

ask and answer questions about key details in a text.

K.2.2 Generate and respond to questions (What?, Where?, When?, Why?). K.3.5 Understand what is heard or seen by responding to questions (Who?, What?, Where?).

Aligned using multiple GDOE standards.

-Determine implicit details, plot, sequence, or action

K.RL.2 With prompting and support, retell familiar stories, including key details.

K.3.2 Retell familiar stories. K.1.12 Listen to stories read aloud and use story vocabulary to retell the stories.


-Determine implicit details, plot, sequence, or action

K.RL.3 With prompting and support, identify characters, settings, and major events in a story.

K.3.4 Identify characters, settings, and key events.

Aligned -Determine implicit details, plot, sequence, or action -Determine explicit sequence or action

K.RL.4 Ask and answer questions about unknown words in a text.

K.1.12 Listen to stories read aloud and use story vocabulary to retell the stories.

Partial: Does not include explicit and implict vocabulary connections with unknown words in text.

-Identify meanings of spoken words

K.RL.5 Recognize common types of texts (e.g., storybooks, poems).

K.3.3 Identify and distinguish different text forms, including fantasy and everyday realistic print materials (storybooks, poems, newspapers, signs, labels). K.6.5 Recite short poems, rhymes, and songs.

Partial: Does not specify recognizing the types of text.

N/A

K.RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

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

Partial: Does not include author's role or illustrator's name or role of a story.

-Concepts of print

1Funded by Title V-A Consolidated Grant



Common Core State Standard (CCSS) GDOE Content Standard Alignment Notes SAT 10 Objectives K.RL.7 With prompting and support,

describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

K.3.1 Use pictures and context to make predictions about story content. K.3.4 Identify characters, settings, and key events.

Partial: Does not include specifically describing relationships between illustrations and text.

-Draw conclusions from details

K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

K.3.3 Identify and distinguish different text forms, including fantasy and everyday realistic print materials (storybooks, poems, newspapers, signs, labels). K.3.4 Identify characters, settings, and key events.

Partial: Does not include comparing adventures or experiences of characters from the same genre.

N/A

K.RL.10 Actively engage in group reading activities with purpose and understanding.

K.6.1 Understand there are different purposes for listening. K.6.5 Recite short poems, rhymes, and songs. K.8.1 Listen and respond to each other’s oral stories, giving feedback.

Aligned with caution using multiple standards. See Appendix B of CCSS for examples.

N/A

K.RI.1 With prompting and support, ask and answer questions about key details in a text.

K.2.2 Generate and respond to questions (What?, Where?, When?, Why?). K.7.1 Ask How? and Why? questions about a topic of interest.


-Determine explicit supporting details

K.RI.2 With prompting and support, identify the main topic and retell key details of a text.


Partial: Does not specify identifying main topic and supporting details.

-Extract implicit main idea or theme

K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

K.2.2 Generate and respond to questions (What?, Where?, When?, Why?).

Partial: Does not include describing the connections between two individuals etc.

-Apply ideas and information to new situations or problems from details and ideas

K.RI.4 With prompting and support, ask and answer questions


Partial: does not specify strategies of asking and





Common Core State Standard (CCSS) GDOE Content Standard Alignment Notes SAT 10 Objectives about unknown words in a text.

K.2.2 Generate and respond to questions (What?, Where?, When?, Why?).

answering questions about unknown words in text.

K.RI.5 Identify the front cover, back cover, and title page of a book.

K.1.1 Identify basic concepts about print using books.

Aligned -Concepts of print

K.RI.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

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

Partial: Does not include role of author or naming the illustrator and illustrator's role.

-Concepts of print

K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

K.3.1 Use pictures and context to make predictions about story content. K.3.4 Identify characters, settings, and key events.

Partial: Does not include describing the connections between illustrations and text.

-Concepts of print -Printed word to picture

K.RI.8 With prompting and support, identify the reasons an author gives to support points in a text.

K.2.2 Generate and respond to questions (What?, Where?, When?, Why?). K.7.1 Ask How? And Why? questions about a topic of interest.

Partial: Does not connect questions and answers to author's purpose.

-Determine explicit supporting details

K.RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

K.3.3 Identify and distinguish different text forms, including fantasy and everyday realistic print materials (storybooks, poems, newspapers, signs, labels).

Partial: does not include comparing stories from the same genre.

N/A

K.RI.10 Actively engage in group reading activities with purpose and understanding.

K.7.2 Identify pictures and charts as sources of information and begin gathering information from a variety of sources (books, technology). K.8.1 Listen and respond to each other’s oral

Aligned. Note: See CCSS Appendix B for examples.

N/A




Common Core State Standard (CCSS) GDOE Content Standard Alignment Notes SAT 10 Objectives stories, giving feedback.

K.RF.1a Demonstrate understanding of the organization and basic features of print: Follow words from left to right, top to bottom, and page by page.

K.1.1 Identify basic concepts about print using books.

Aligned -Concepts of print

K.RF.1b Demonstrate understanding of the organization and basic features of print: Recognize that spoken words are represented in written language by specific sequences of letters.

K.1.1 Identify basic concepts about print using books. K.1.11 Identify common signs and symbols.


-Printed word to spoken word

K.RF.1c Demonstrate understanding of the organization and basic features of print: Understand that words are separated by spaces in print.

K.1.1 Identify basic concepts about print using books. K.1.11 Identify common signs and symbols.



K.RF.1d Demonstrate understanding of the organization and basic features of print: Recognize and name all upper- and lowercase letters of the alphabet.

K.1.2 Recognize and name all uppercase and lowercase letters of the alphabet. K.5.2 Spell independently using an understanding of the sounds of the alphabet and knowledge of letter names. K.5.3 Write uppercase and lowercase letters of the alphabet, correctly shaping and spacing the letters.


-Concepts of print -Letter recognition in text

K.RF.2a Demonstrate understanding of spoken words, syllables, and sounds (phonemes): Recognize and produce rhyming words.

K.6.5 Recite short stories, poems, rhymes, and songs.

Partial: Does not address specific instruction recognition or producing phonemes, syllables, or rhyming words.

-Onset-rime

K.RF.2b Demonstrate understanding K.1.3 Listen to two or three phonemes when Partial: Limited the -Sound-letter




Common Core State Standard (CCSS) GDOE Content Standard Alignment Notes SAT 10 Objectives of spoken words, syllables, and sounds (phonemes): Count, pronounce, blend, and segment syllables in spoken words.

they are read aloud, tell the number of sounds heard, and say the changes when one sound is added, substituted, omitted, moved, or repeated. K.1.4 Listen to and blend consonant-vowel-consonant (cvc) sounds and tell what word is made.

blending and segmenting skills to only cvc sounds in spoken words.

relationships

K.RF.2c Demonstrate understanding of spoken words, syllables, and sounds (phonemes): Blend and segment onsets and rimes of single-syllable spoken words.

K.1.3 Listen to two or three phonemes when they are read aloud, tell the number of sounds heard, and say the changes when one sound is added, substituted, omitted, moved, or repeated. K.1.4 Listen to and blend consonant-vowel-consonant (cvc) sounds and tell what word is made.

Partial: Does not specify blending and segmenting onsets and rimes of single-syllable words.

-Sound-letter relationships

K.RF.2d Demonstrate understanding of spoken words, syllables, and sounds (phonemes): Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

K.1.6 Match all consonant sounds (mad, red, pin, top, sun) to appropriate letters.

Partial: Does not include isolating and pronouncing the medial (vowel) sounds.


K.RF.2e Demonstrate understanding of spoken words, syllables, and sounds (phonemes): Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

K.1.3 Listen to two or three phonemes when they are read aloud, tell the number of sounds heard, and say the changes when one sound is added, substituted, omitted, moved, or repeated.

Aligned -Sound-letter relationships

K.RF.3a Know and apply grade-level phonics and word analysis

K.1.3 Listen to two or three phonemes when they are read aloud, tell the number of sounds






Common Core State Standard (CCSS) GDOE Content Standard Alignment Notes SAT 10 Objectives skills in decoding words: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

heard, and say the changes when one sound is added, substituted, omitted, moved, or repeated. K.1.4 Listen to and blend consonant-vowel-consonant (cvc) sounds and tell what word is made.

K.RF.3b Know and apply grade-level phonics and word analysis skills in decoding words: Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

K.1.4 Listen and blend consonant-vowel-consonant words and tell what word is made. K.5.2 Spell independently using an understanding of the sounds of the alphabet and knowledge of letter names.

Partial: Does not specify knowing and applying the long and short sounds for the five major vowels.


K.RF.3c Know and apply grade-level phonics and word analysis skills in decoding words: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

K.1.7 Read monosyllabic and high-frequency words by sight automatically and accurately.

Aligned -Dictated word to printed word

K.RF.3d Know and apply grade-level phonics and word analysis skills in decoding words: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

K.1.6 Match all consonant sounds (mad, red, pin, top, sun) to appropriate letters.

Partial: Does not specifically address the skill listed in the standard.

-Printed word to spoken word -Sound-letter relationships

K.RF.4

Read emergent-reader texts with purpose and understanding.

K.1.7 Read monosyllabic and high-frequency words by sight automatically and accurately. K.1.8 Use self-correcting strategies when reading simple sentences.


N/A




Common Core State Standard (CCSS) GDOE Content Standard Alignment Notes SAT 10 Objectives K.W.1 Use a combination of drawing,

dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

K.4.2 Use letters, pictures, and phonetically-spelled words to write about experiences, stories, people, objects, or events. K.4.3 Draw pictures and write words for a specific group of people, person, or reason. K.4.4 Self-correct words.

Partial: Does not include writing that states an opinion or perference.

N/A

K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

K.4.2 Use letters, pictures, and phonetically-spelled words to write about experiences, stories, people, objects, or events. K.4.3 Draw pictures and write words for a specific group of people, person, or reason. K.7.2 Identify pictures and charts as sources of information and begin gathering information from a variety of sources (books, technology).


N/A

K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

K.4.1 Write by moving from left-to-right and from top-to-bottom. K.4.2 Use letters, pictures, and phonetically-spelled words to write about experiences, stories, people, objects, or events. K.4.3 Draw pictures and write words for a specific group of people, person, or reason.

Partial: Does not include providing a reaction to what happened in writing. The physical process of writing is embedded in CCSS. (see K.L.1.)

N/A

K.W.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

K.6.3 Share information and ideas, speaking in complete, coherent sentences. K.8.1 Listen and respond to each other's oral stories, giving feedback.

Partial: Does not specifically connect to strengthening writing.

N/A

K.W.6 With guidance and support from adults, explore a variety

K.6.3 Share information and ideas, speaking in complete, coherent sentences.

Partial: Does not specifically connect to

N/A




Common Core State Standard (CCSS) GDOE Content Standard Alignment Notes SAT 10 Objectives of digital tools to produce and publish writing, including in collaboration with peers.

K.7.2 Identify pictures and charts as sources of information and begin gathering information from a variety of sources (books, technology). K.8.1 Listen and respond to each other’s oral stories, giving feedback.

strengthening writing.

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

K.7.1 Ask How? and Why? questions about a topic of interest. K.7.2 Identify pictures and charts as sources of information and begin gathering information from a variety of sources (books, technology). K.8.1 Listen and respond to each other's oral stories, giving feedback.

Partial: Does not include research, writing, or expressing opinion.

N/A

K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

K.7.2 Identify pictures and charts as sources of information and begin gathering information from a variety of sources (books, technology).

Partial: Does not include recalling information to answer a question, although may be implied.

N/A

K.SL.1a Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups: Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the the topics and texts under discussion.)

K.6.1 Understand there are different purposes for listening. K.6.2 Understand and follow one- and two-step spoken directions. K.8.1 Listen and respond to each other's oral stories, giving feedback.

Partial: Does not include collaborative converations about topics and text.

N/A

K.SL.1b Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers

K.6.1 Understand there are different purposes for listening. K.6.2 Understand and follow one- and two-step spoken directions.

Partial: Does not include multiple exchanges of ideas.

N/A




Common Core State Standard (CCSS) GDOE Content Standard Alignment Notes SAT 10 Objectives and adults in small and larger groups: Continue a conversation through multiple exchanges.

K.8.1 Listen and respond to each other's oral stories, giving feedback.

K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

K.2.2 Generate and respond to questions (Who?, Where?, When?, Why?). K.3.5 Understanding what is heard or seen by responding to questions (Who?, What?, Where?).


N/A

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

K.2.2 Generate and respond to questions (Who?, Where?, When?, Why?). K.3.5 Understanding what is heard or seen by responding to questions (Who?, What?, Where?).


N/A

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

K.6.3 Share information and ideas, speaking in complete, coherent sentences. K.6.4 Describe people, places, things (including size, color, and shape), locations, and actions.


N/A

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

K.4.2 Use letters, pictures, and phonetically-spelled words to write about experiences, stories, people, objects, or events. K.4.3 Draw pictures and write words for a specific group of people, person, or reason. K.7.2 Identify pictures and charts as sources of information and begin gathering information from a variety of sources (books, technology).


N/A

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

K.5.1 Recognize and use complete, coherent sentences when speaking. K.6.3 Share information and ideas, speaking in


N/A




Common Core State Standard (CCSS) GDOE Content Standard Alignment Notes SAT 10 Objectives complete, coherent sentences.

K.L.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Print many upper- and lowercase letters.

K.1.2 Recognize and name all uppercase and lowercase letters of the alphabet. K.1.9 Learn and apply knowledge of alphabetical order (first letter). K.4.1 Write by moving from left-to-right and from top-to-bottom. K.4.2 Use letters, pictures, and phonetically-spelled words to write about experiences, stories, people, objects, or events.


-Letter-sound relationships -Sound-letter relationships

K.L.1b Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Use frequently occurring nouns and verbs.

K.1.10 Identify and sort common words in basic categories. K.4.2 Use letters, pictures, and phonetically-spelled words to write about experiences, stories, people, objects, or events. K.6.3 Share information and ideas, speaking in complete, coherent sentences.

Partial: Does not include identifying nouns or verbs or preparing for writing rigor. See Appendix C of CCSS for examples.

N/A

K.L.1c Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Form regular plural nouns orally by adding /s/ or /es/ (e.g. dog, dogs; wish, wishes).

K.4.2 Use letters, pictures, and phonetically-spelled words to write about experiences, stories, people, objects, or events. K.6.3 Share information and ideas, speaking in complete, coherent sentences.

Partial: Does not specify plural nouns or preparing for writing rigor. See Appendix C of CCSS for examples.

N/A

K.L.1d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

K.2.2 Generate and respond to questions (What?, Where?, When?, Why?). K.3.5 Understand what is heard or seen by responding to questions (Who?, What?, Where?). K.6.3 Share information and ideas, speaking in complete, coherent sentences.

Partial: does not specify understanding and using interrogatives (question words).

N/A




Common Core State Standard (CCSS) GDOE Content Standard Alignment Notes SAT 10 Objectives K.L.1e Demonstrate command of the

conventions of standard English grammar and usage when writing or speaking: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

K.4.2 Use letters, pictures, and phonetically-spelled words to write about experiences, stories, people, objects, or events. K.6.3 Share information and ideas, speaking in complete, coherent sentences.

Partial: does not specify prepositions or preparing for writing rigor. See Appendix C of CCSS for examples.

N/A

K.L.1f Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Produce and expand complete sentences in shared language activities.

K.6.3 Share information and ideas, speaking in complete, coherent sentences. K.8.1 Listen and respond to each other's oral stories, giving feedback.

Aligned with caution: See Appendix C of CCSS for examples.

N/A

K.L.2a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Capitalize the first word in a sentence and the pronoun I.

K.4.4 Self-correct words. K.5.3 Write uppercase and lowercase letters of the alphabet, correctly shaping and spacing the letters.

Partial: Does not specify conventions used such as capitalization and pronoun I.

N/A

K.L.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Recognize and name end punctuation.

K.5.3 Print uppercase and lowercase letters of the alphabet, correctly shaping and spacing the letters.

Partial: Does not specify conventions such as ending punctuation.

N/A

K.L.2c Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Write a letter or

K.5.2 Spell independently using an understanding of the sounds of the alphabet and knowledge of letter names. K.5.3 Write uppercase and lowercase letters of the alphabet, correctly shaping and spacing the


N/A




Common Core State Standard (CCSS) GDOE Content Standard Alignment Notes SAT 10 Objectives letters for most consonant and short-vowel sounds (phonemes).

letters.

K.L.2d Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

K.4.2 Use letters, pictures, and phoentically-spelled words to write about experiences, stories, people, objects, or events. K.5.2 Spell independently using an understanding of the sounds of the alphabet and knowledge of letter names. K.5.3 Write uppercase and lowercase letters of the alphabet, correctly shaping and spacing the letters.



K.L.4a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).


Partial: Does not specifically address vocabulary of unknown words.


K.L.4b Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content: Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an


Partial: Does not specifcially address vocabulary, affixes, or unknown words.

N/A




Common Core State Standard (CCSS) GDOE Content Standard Alignment Notes SAT 10 Objectives unknown word.

K.L.5a With guidance and support from adults, explore word relationships and nuances in word meanings: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

K.1.10 Identify and sort common words in basic categories.

Aligned N/A

K.L.5b With guidance and support from adults, explore word relationships and nuances in word meanings: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).


Partial: does not specify understanding of verbs, adjectives, or opposites.

N/A

K.L.5c With guidance and support from adults, explore word relationships and nuances in word meanings: Identify real-life connections between words and their use (e.g., note places at school that are colorful).

K.1.11 Identify common signs and symbols. K.2.3 Identify types of everyday print materials.

Partial: Other items besides signs and symbols account for real-life connections.

N/A

K.L.5d With guidance and support from adults, explore word relationships and nuances in word meanings: Distinguish shades of meaning among verbs describing the same general action (e.g., walk,

K.1.12 Listen to stories read aloud and use the story vocabulary to retell the stories.

Partial: does not distinguish shades of meaning among verbs.

N/A




Common Core State Standard (CCSS) GDOE Content Standard Alignment Notes SAT 10 Objectives march, strut, prance) by acting out the meanings.

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

K.1.12 Listen to stories read aloud and use the story vocabulary to retell the stories.

Aligned -Identify meanings of spoken words


Guam GUAM College and Career Readiness Anchor Standards ELA


College and Career Readiness Anchor Standards

The college and career readiness standards offer a broad spectrum of what students will be able to demonstrate as a result of mastery of the more specific, grade level standards, which follow the umbrella anchor standards listed below for reading and writing. In students’ abilities to exhibit an increasing fullness of being literate individuals, they will be able to: demonstrate independence; build strong content knowledge; respond to varying demands of audience, task, purpose, and discipline; comprehend as well as critique; value evidence; use technology and digital media strategically and capably; and understand other perspectives and cultures.

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and

sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors

take. Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.


Guam College and Career Readiness Anchor Standards ELA


College and Career Readiness Anchor Standards for Writing

Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective

selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured

event sequences.

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

College and Career Readiness Anchor Standards for Language

Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Guam College and Career Readiness Anchor Standards ELA


Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or

style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking,

and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated.


GUAM District Level Curriculum Map Grade K – ELA Quarter 1

Italic Information: Recursive standard – repeated in at least one other quarter BOLD information: Standards that should be emphasized Guam Department of Education 2013

Big Idea 1, Quarter 1: Students will engage in conversations to describe, follow, and understand topics and stories.

Essential Question(s): How are ideas expressed orally and organized into print?

Standards: K.RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

K.RI.5 Identify the front cover, back cover, and title page of a book. K.RI.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. K.RF.1a-d Demonstrate understanding of the organization and basic features of print: a) Follow words from left to right, top to bottom, and page

by page; b) Recognize that spoken words are represented in written language by specific sequences of letters; c) Understand that words are separated by spaces in print; d) Recognize and name all upper- and lowercase letters of the alphabet.

K.W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

K.SL.1a-b Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups: a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion); b) Continue a conversation through multiple exchanges.


Suggested Timeline: 3 weeks




Big Idea 2, Quarter 1: Students will make the connection among drawing, writing, and reading and the use of grammar skills.

Essential Question(s): How do we understand text through clarifying questions and answers?

Standards: K.RL.1 With prompting and support, ask and answer questions about key details in a text.


K.RI.1 With prompting and support, ask and answer questions about key details in a text.

K.RI.4 With prompting and support, ask and answer questions about unknown words in a text.




K.L.1b-f Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: b) Use frequently occurring nouns and verbs; c) Form regular plural nouns orally by adding /s/ or /es/ (e.g. dog, dogs; wish, wishes); d) Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how); e) Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with); f) Produce and expand complete sentences in shared language activities.

Suggested Timeline: 3 weeks Big Idea 3, Quarter 1: Students will organize letters in different ways.

Essential Question(s): Why are letters organized in different ways?

Standards: K.RF.1b-d Demonstrate understanding of the organization and basic features of print: b) Recognize that spoken words are represented in

written language by specific sequences of letters; c) Understand that words are separated by spaces in print; d) Recognize and name all upper- and lowercase letters of the alphabet.





Big Idea 1, Quarter 2: Students will demonstrate understanding text.

Essential Question(s): How do we demonstrate comprehension of text?

Standards: K.RL.2 With prompting and support, retell familiar stories, including key details.


K.RL.4 Ask and answer questions about unknown words in a text. K.RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

K.RI.2 With prompting and support, identify the main topic and retell key details of a text. K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

K.RI.4 With prompting and support, ask and answer questions about unknown words in a text. K.RI.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.








Big Idea 2, Quarter 2: Students will be able to demonstrate alphabetic principle skills.

Essential Question(s): What are the sounds or syllables of spoken words?

Standards: K.RF.2a-e Demonstrate understanding of spoken words, syllables, and sounds (phonemes): a) Recognize and produce rhyming words; b)

Count, pronounce, blend, and segment syllables in spoken words; c) Blend and segment onsets and rimes of single-syllable spoken words; d) Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.); e) Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Suggested Timeline: 3 weeks *Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology. Big Idea 3, Quarter 2: Students will organize spoken words in different ways.

Essential Question(s): How do words help communicate ideas?

Standards: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are

writing about and supply some information about the topic. K.SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.






Big Idea 1, Quarter 3: Students will use letters/sounds and short vowels to read sight/high-frequency and rhyming words.

Essential Question(s): How do we use letters/sounds in short vowels to read sight/high-frequency and rhyming words?

Standards: K.RF.1d Demonstrate understanding of the organization and basic features of print: Recognize and name all upper- and lowercase letters of

the alphabet. K.RF.2a Demonstrate understanding of spoken words, syllables, and sounds (phonemes): Recognize and produce rhyming words.

K.RF.3a-c Know and apply grade-level phonics and word analysis skills in decoding words: a) Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant; b) Associate the long and short sounds with common spellings (graphemes) for the five major vowels; c) Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

K.L.1c and e

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: c) Form regular plural nouns orally by adding /s/ or /es/ (e.g. dog, dogs; wish, wishes); e) Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).


Funded by Title V-A Consolidated Grant 22



Big Idea 2, Quarter 3: Students will be able to describe relationships in detail by comparing and contrasting a text.

Essential Question(s): Why is it important to describe relationships in detail by comparing and contrasting a text?




K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.4 With prompting and support, ask and answer questions about unknown words in a text.










Big Idea 3, Quarter 3: Students will be able to use English grammar conventions and phonic patterns when writing and spelling.

Essential Question(s): What grammar conventions or phonic patterns are needed in writing?

Standards: K.L.1d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Understand and use

question words (interrogatives) (e.g., who, what, where, when, why, how). K.L.2a-d Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: a) Capitalize the

first word in a sentence and the pronoun I; b) Recognize and name end punctuation; c) Write a letter or letters for most consonant and short-vowel sounds (phonemes); d) Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

K.L.4b Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content: Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

K.RF.3b and d

Know and apply grade-level phonics and word analysis skills in decoding words: b) associate the long and short sounds with common spellings (graphemes) for the five major vowels; d) distinguish between similarly spelled words by identifying the sounds of the letters that differ.





Big Idea 1, Quarter 4: Students will be able to recognize, identify, and read different types of texts.

Essential Question(s): What are the different types of text?

Standards: K.RL.5 Recognize common types of texts (e.g., storybooks, poems).

K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).







K.RF.4 Read emergent-reader texts with purpose and understanding. K.L.4b Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content:

Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.





Big Idea 2, Quarter 4: Students will be able to use a variety of writing techniques to express thoughts, feelings, and ideas about informational text.

Essential Question(s): What writing structures are needed for writing a narrative, or informational text? How does word choice change the meaning of text?

Standards: K.W.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as

needed. K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with

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

them). K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a

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

K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly. K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in

the order in which they occurred, and provide a reaction to what happened.





Big Idea 3, Quarter 4: Students will use relationships among words to clarify meaning and connections with real-life events.

Essential Question(s): How do relationships among words help clarify meaning?

Standards: K.L.4a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and

content: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

K.L.5a-d With guidance and support from adults, explore word relationships and nuances in word meanings: a) Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent; b) Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms); c) Identify real-life connections between words and their use (e.g., note places at school that are colorful); d) Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.




GUAM District Level Curriculum Guide Grade K – ELA Quarter 1


Big Idea 1, Quarter 1: Students will engage in conversations to describe, follow, and understand topics and stories.

Essential Question(s): How are ideas expressed orally and organized into print?

Standards: K.RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

K.RI.5 Identify the front cover, back cover, and title page of a book. K.RI.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. K.RF.1a-d Demonstrate understanding of the organization and basic features of print: a) Follow words from left to right, top to bottom, and page

by page; b) Recognize that spoken words are represented in written language by specific sequences of letters; c) Understand that words are separated by spaces in print; d) Recognize and name all upper- and lowercase letters of the alphabet.


K.SL.1a-b Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups: a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion); b) Continue a conversation through multiple exchanges.


Elements of the Standard(s) – What’s the meaning? The purpose of these standards is to build awareness of how our thoughts can be put into words (speaking), our words can be put into print (writing), and our print can be understood by others (reading). You will model or demonstrate the materials while thinking aloud all introductions to skills (K.RI.5, K.RI.6, K.RF.1a-d). This is the time to set up systems and procedures for student pairs and small groups for discussion. Student interaction following modeling skills is how students process and absorb the instruction. So the system for discussion should include student expectations (e.g., who to meet with, how to listen, how to whisper, how to take turns) with classmates. Students will begin identifying and printing letters. This may begin with printing their own name daily (e.g., capital letter at beginning, naming the necessary following letters). It can progress to printing a classmate’s name and naming the letters. Additional practice will be provided through the weekly lesson in which there is a focus on a letter and letter sound. Students will be able to use pictures and drawing to show comprehension of stories or to express an opinion (K.W.1).




Key Vocabulary capital, uppercase, lowercase, vowels, consonants, author, illustrator, title, text, small group, partner, echo-response, whisper

Links to Prior Learning Students will need to know basic directional terms (e.g., left, right, up, down, forward, backward, beginning, end, top, bottom) (K.RF.1). These terms will be reinforced by using a book, printing letters, and locating items in pictures.

Links to Future Learning • Students will be able to independently

write all upper- and lowercase letters (1.L.1). • Students will be able to independently use a

book (follow left to right, top to bottom) (1.RF.1).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Use anchor charts or focus walls with picture clues as a resource/reminder for students for expectations or procedures (e.g., how to be a good

listener, vocabulary words, parts of a book). This is SIOP Teacher Preparation strategy, which is also supportive of SPED visual learning accommodation.

• Pictures with text for focused letter sound (K.RF.3). This is a Marzano strategy supporting nonlinguistic representations and SIOP strategy for teacher preparation #5.

• Display picture books with large print––possibly with several words that contain the same sound as the focus letter (K.RF.1, K.RF.3). This is a SIOP strategy for Building Background by showing the link between what students know (the picture) and what they will learn (the sounds).

• Have students stand, and ‘draw in the air’ large examples of the letter that they will be printing. This connects physical activity (Marzano strategy) with cognitive skills (K.RF.3).

• Display large lined paper to model how to print letters (K.L.1). This is SIOP Teacher Preparation strategy, which is also supportive of SPED visual learner accommodation.

• Students can use their fingers to gently draw the focus letter on the back of their partner (K.L.1). This connects physical activity (Marzano strategy) with cognitive skills and SPED sensory learner accommodations.

• Set a time each day to read aloud a story. You can use this time to model/demonstrate the components of a book (K.RF.3). • During story time, incorporate breaks in the story when students can turn to their partner to name characters, predict, or summarize (K.RL.2,

K.L.1). • Use rhymes, songs, or chants to reinforce letter sounds (K.RF.2, K.RF.3). • Students daily print their own name; identify/name the letters in their name (K.RF.3).

Resources & Links to Technology

• http://www.corestandards.org/ELA-Literacy Appendix B: grade-level reading text suggestions


http://www.corestandards.org/ELA-Literacy



• http://www.corestandards.org/ELA-Literacy Appendix C: grade-level writing samples with annotation • www.eduplace.com/kids grade-level appropriate activities • http://www.mrsjonesroom.com/letter/all.html songs and activities for letter names and sounds

Big Idea 2, Quarter 1: Students will make the connection among drawing, writing, and reading and the use of grammar skills.

Essential Question(s): How do we understand text through clarifying questions and answers?


K.RL.4 Ask and answer questions about unknown words in a text. K.RI.1 With prompting and support, ask and answer questions about key details in a text.





K.L.1b-f Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: b) Use frequently occurring nouns and verbs; c) Form regular plural nouns orally by adding /s/ or /es/ (e.g. dog, dogs; wish, wishes); d) Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how); e) Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with); f) Produce and expand complete sentences in shared language activities.

Elements of the Standard(s) – What’s the meaning? Students will need to practice how to ask a question (K.L.1d) so as stories are read aloud, they can demonstrate comprehension by asking and answering questions (K.RL.1, K.RI.1) with their partners. Part of building comprehension includes building background knowledge and vocabulary (K.RL.4, K.RI.4). To assist student interaction, provide sentence frames for students to complete to build their oral language fluency. Modeling how one might use picture clues or context for unknown words or seek additional help (K.SL.2, K.SL.3) will establish expected behavior from students. Pointing out regular forms of



http://www.eduplace.com/kids

http://www.mrsjonesroom.com/letter/all.html



singular and plural in text with corresponding pictures and creating physical activities with frequently occurring prepositions will help build comprehension and vocabulary (K.L.1b, c, e). Model how (I-do) one might retell a story using simple pictures with text of the main events. Provide opportunities for students to work in pairs or partners while you monitor (we-do) to sequence main events to retell a story by using pictures with simple text (K.W.3). Key Vocabulary question, who, what, why, where, when, how, prepositions, predict, guess, clues, events, sequence

Links to Prior Learning • Students will be interacting in pairs or

small groups regularly to practice new skills (K.SL.1).

• Students are able to identify main ideas or events in a story (K.RL.3).

Links to Future Learning Students in first grade will be able to independently retell a story describing its characters, central message, setting, or events (1.RL.2, 1.RL.3, 1RL.7).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Display anchor charts or posters as a resource for asking comprehension questions (e.g., Who? What? Why? Where? When? How?) (K.RL.1). This

is SIOP Teacher Preparation strategy, which is also supportive of SPED visual learning accommodation. • Display vocabulary words with picture clues (K.RL.4, K.RI.4). This is SIOP Teacher Preparation strategy, which is also supportive of SPED visual

learning accommodation and Marzano’s strategy for nonlinguistic representation for vocabulary. • Provide sentence frames for students to orally complete as they practice vocabulary words. For example: “Boys and girls, turn to your partner

and finish this sentence: ‘A preposition is a word that tells the position, like (over).” (K.L.1e) This covers Marzano strategy for cooperative learning and SIOP and SPED strategies that integrate language skills with support.

• Students may provide nonlinguistic representations (quick, simple drawing) of the vocabulary words (K.RL.4, K.RI.4). This is a Marzano, SIOP support strategy, which is also supportive of SPED visual learning accommodation.

• Students distinguish by matching singular and plural nouns (pictures to text) (K.L.4b, K.L.1c). This is a Marzano, SIOP strategy, which incorporates pictures to text. This is also supportive of SPED visual learning accommodation.

• Provide opportunities for students to physically move an item according to a preposition (e.g., in, out, on, off, by, next to, under, over). Example: “Move your marker over your desk. Now under your desk…. In your desk…..” (K.L.1e). This is a Marzano, SIOP, and SPED strategy that integrates physical models and movement with instruction.

• Post frequently used preposition terms in text with picture clues. Have students read the list frequently using physical gestures to indicate understanding (e.g., over, under, around, above). Eventually you will be able to just point to a preposition and students will read the word and move their marker accordingly (K.L.1e). This is a Marzano, SIOP, and SPED strategy that incorporates physical movement with learning.




Resources & Links to Technology • http://www.corestandards.org/ELA-Literacy Appendix C: grade-level writing samples with annotation • http://www.carlscorner.us.com/ activities for comprehension • http://www.dltk-kids.com/type/sequencing.htm sequencing activities for kindergarten

Big Idea 3, Quarter 1: Students will organize letters in different ways.

Essential Question(s): Why are letters organized in different ways?

Standards: K.RF.1b-d Demonstrate understanding of the organization and basic features of print: b) Recognize that spoken words are represented in

written language by specific sequences of letters; c) Understand that words are separated by spaces in print; d) Recognize and name all upper- and lowercase letters of the alphabet.

Elements of the Standard(s) – What’s the meaning? The combination of daily read-aloud stories with large print, daily writing activities, letter sound focus, and oral language practice provides students with a foundation to hearing and seeing how the individual sounds of letters blend into a word. With each new letter sound, combine it with prior letter sounds to create simple words (K.RF.1b-d). Students have watched and listened when your finger taps under a word as you read a story. When a decodable word appears, you may stop and have students sound it out (i.e., blend the sounds). They will see and hear how one phoneme can change the meaning of a word (e.g., bend, band; fit, fat). Key Vocabulary phoneme, blend, segment, decodable, vowels, consonants

Links to Prior Learning Students will identify by name and sound the majority of the alphabet (K.RF.3a, b).

Links to Future Learning Students will be able to independently write simple, decodable words phonetically (sounding them out) (1.RF.3).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Phoneme-grapheme mapping is a visual and concrete way of having students practice moving from the sounds in a word to the spelling of each

of the sounds (see resources) (K.RF.3). This is a Marzano and SIOP strategy, which is also supportive of SPED in which physical models and movements are incorporated into the learning.

• Provide a word bank of decodable words for students to practice fluency (K.RF.3). This is SIOP Teacher Preparation strategy, which is also

F 32Funded by Title V-A Consolidated Grant


http://www.carlscorner.us.com/

http://www.dltk-kids.com/type/sequencing.htm



supportive of SPED visual learning accommodation. • Provide students with a writing journal to copy letters and decodable words (K.L.1). • Display anchor charts or posters featuring the letter sound with picture and text clues (K.RF.3). This is a SIOP Teacher Preparation strategy,

which is also supportive of SPED visual learning accommodation. • Students write ‘word chains’ by changing one phoneme. For example: “Boys and girls, I’m going to say a word, you will echo it, then write it:

fit…fat…pat…pot…pop…mop…map.” “Now let’s review. What happened between the word ‘fit’ and ‘fat’? (the middle sound changed). What happened between the words ‘fat’ and ‘pat’? (the beginning sound changed)” (K.RF.3, K.L.1). This is a SIOP and SPED instructional strategy in which new concepts are connected to prior learning.


• Mapping for phoneme-grapheme mapping directions • http://www.corestandards.org/ELA-Literacy Appendix A: strategies and information regarding phonics instruction • http://www.corestandards.org/ELA-Literacy Appendix C: grade-level writing samples with annotation


http://processesacquisitionreading-students.wikispaces.com/Phoneme+Grapheme+Mapping+Directions





Big Idea 1, Quarter 2: Students will demonstrate understanding text.

Essential Question(s): How do we demonstrate comprehension of text?

Standards: K.RL.2 With prompting and support, retell familiar stories, including key details.


K.RL.4 Ask and answer questions about unknown words in a text. K.RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

K.RI.2 With prompting and support, identify the main topic and retell key details of a text. K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

K.RI.4 With prompting and support, ask and answer questions about unknown words in a text. K.RI.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.




Elements of the Standard(s) – What’s the meaning? Hearing and reading both narrative and informational stories daily with embedded interaction will provide comprehension and oral language fluency practice for students (K.RL.10, K.RI.10). The format for instruction may have students working in pairs or small groups to respond or discuss question prompts provided by you as you read the stories (K.SL1). At this point in the year, they will be able to define the roles of an author and illustrator and work collaboratively with classmates (K.RL.6, K.RI.6). Students may continue to use question or sentence frames (from prior quarter) until they are confident in asking or answering questions. Students will begin to analyze the stories they hear or read by determining characters, settings, main idea, and major events (K.RL.3). Through the modeling of graphic organizers (e.g., cause and effect, problem and solution, flow chart, main idea and supporting details), students will begin to orally explain a connection between ideas, individuals, or events (K.RI.3). Key Vocabulary clarify, details, characters, settings, events, ideas, cause and effect, problem and solution,

Links to Prior Learning Students will know clarifying question frames (e.g., Who? What? How? When? Where?

Links to Future Learning More emphasis will be placed on text and details over drawings to demonstrate comprehension. Students




graphic organizer, main idea, supporting details, flowchart

Why?) (K.RL.1, K.RI.1).

will be able to describe characters, setting, and major events in a story (1.RL.1). Students will increase their writing vocabulary of phonetically spelled words using singular and plural nouns; verbs to convey a sense of past, present and future; frequently occurring conjunctions; and prepositions (1.L.1).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Provide pictures for students to practice in pairs or small groups identifying the setting using the sentence frame: “The setting of this picture

is…” (K.RL.3). Practicing in pairs or small groups is a Marzano cooperative learning and SIOP interaction strategy. • Provide pictures for students to practice in pairs or small groups identifying the characters using the sentence frame: “The characters in this

picture are…” (K.RL.3). Practicing in pairs or small groups is a Marzano cooperative learning and SIOP interaction strategy. • Provide pictures for students to practice in pairs or small groups identifying the main event/topic using the sentence frame: “The main event of

this picture is…” (K.RL.3). Practicing in pairs or small groups is a Marzano cooperative learning and SIOP interaction strategy. • Provide opportunities for students to predict or summarize in pairs or small group interaction about the story they are hearing (K.RL.1, K. RL.2,

K.RI.1, K.RI.2, K.SL.1). • Demonstrate recording information from text that was read into a graphic organizer (e.g., main idea and supporting details, cause and effect,

problem and solution, flowchart) (K.RL.1, K. RL.2, K.RI.1, K.RI.2, K.SL.1). • Demonstrate using information on a graphic organizer to create a written sentence (K.W.4). Thinking aloud while demonstrating is a scaffolding

support strategy for SIOP and SPED students. • Students can act out summarizing the main events in a story (K.RL.2, K.RI.2). Using physical models, hands-on and movement is a Marzano and

SIOP strategy that supports SPED sensory learning. Resources & Links to Technology

• www.studenthandouts.com key word: graphic organizers • http://www.corestandards.org/ELA-Literacy Appendix B: grade-level reading suggestions • http://www.corestandards.org/ELA-Literacy Appendix C: grade-level writing samples with annotation


http://www.studenthandouts.com/





Big Idea 2, Quarter 2: Students will be able to demonstrate alphabetic principle skills.

Essential Question(s): What are the sounds or syllables of spoken words?

Standards: K.RF.2a-e Demonstrate understanding of spoken words, syllables, and sounds (phonemes): a) Recognize and produce rhyming words; b)

Count, pronounce, blend, and segment syllables in spoken words; c) Blend and segment onsets and rimes of single-syllable spoken words; d) Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.); e) Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. *Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology.

Elements of the Standard(s) – What’s the meaning? The focus of these standards pertains to mastery of hearing language. For students to demonstrate the alphabetic principle includes mastery of skills such as blending and segmenting simple words into phonemes; isolating the initial, final, and medial sounds; and identifying and producing rhyming words (K.RF.2). Students at this age need visuals to assist in acquiring these skills. Using manipulatives to represent the individual sounds provides such a visual. For example, they will see individually colored buttons for each sound of a simple word. Then students replace one button/one sound for another button/sound. Distributed practice––short practices throughout the day or throughout the week––are more developmentally appropriate than 1 or 2 long sessions of drill work. Key Vocabulary syllables, blend, segment, phoneme, rhyme, mapping

Links to Prior Learning Students are familiar with sound-letter identification.

Links to Future Learning • Students will be able to segment sounds

(encode) of simple words to spell and/or create sentences (1.L.1).

• Students will be able to blend sounds to read (decode) new words (1.L.1).

• They will be able to distinguish between long and short vowel sounds in a spoken single-syllable word (1.RF.2).

Instructional Strategies (EL, SIOP, SPED, Marzano)

• When introducing a read-aloud story, segment the topic and have students blend the phonemes. For example: “Blend the sounds I say to your partner to find out about today’s story: /t/-/r/-/ai/-/n/-/s/” (Students whisper ‘trains’.). “That’s right. Our story today is about trains” (K.RF.2). Providing ample opportunities to practice skills throughout content areas is a SIOP instruction strategy that supports SPED-distributed practice support.




• Phoneme-grapheme mapping is a visual and concrete way of having students practice moving the sounds in a word (see resources) (K.RF.2). Using physical models, hands-on and movement is a Marzano and SIOP strategy that supports SPED sensory learning.

• Provide interactive opportunities for students to practice counting the number of syllables that they hear. Example: Students stand back-to-back. Provide a 1-, 2-, or 3-syllable word. Students silently count the syllables. Upon your signal, students turn and show with fingers how many syllables they heard. Monitor for accuracy, then as a whole group students repeat the word counting the syllables (K.RF.2). Using physical models, hands-on and movement is a Marzano and SIOP strategy that supports SPED sensory learning.

• Prior to leaving for lunch, recess break, or home, students individually provide a rhyming word (sometimes referred to as ‘ticket to leave’). For example: to the first student: “Tell me a word that rhymes with ‘car.’ ” (star) Next student: “Tell me a word that rhymes with ‘boat.’ ” (goat) (K.RF.2).

Resources & Links to Technology • http://www.corestandards.org/ELA-Literacy Appendix A: strategies and information regarding phonemic awareness and phonics instruction • Mapping for phoneme-grapheme mapping directions • www.explicitinstruction.org is a series of classroom instruction examples (videos) for setting up procedures and explicit instruction.

Big Idea 3, Quarter 2: Students will organize spoken words in different ways.

Essential Question(s): How do words help communicate ideas?

Standards: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are

writing about and supply some information about the topic. K.SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.


Elements of the Standard(s) – What’s the meaning? Students will become more fluent in orally expressing their ideas with their classmates through distributed practice and consistent building of vocabulary skills and background knowledge (K.SL.1). Through daily stories that are read or heard, students can collaborate with guidance to complete graphic organizers (e.g. main topic and supporting facts, word web, flowchart) that will assist in categorizing vocabulary and information in which to use in writing (K.SL.2, K.W.4, K.W.6). This process must be modeled (demonstrated while thinking aloud) for students so that they may see the connections between each step (e.g., ideas are heard, are categorized into graphic organizer, and finally extracted to create sentences) (K.W.4).



http://processesacquisitionreading-students.wikispaces.com/Phoneme+Grapheme+Mapping+Directions

http://www.explicitinstruction.org/



Key Vocabulary describe, description, adjectives, word web, categorize, categorization, categorizing

Links to Prior Learning • Students have mastered writing many

upper- and lowercase letters (K.L.1a). • Students have been introduced to

graphic organizers for specific purposes (flowcharts = sequencing, Venn diagram = compare and contrast) (K.RL.2, K.RI.2, RL.9, RI.9).

Links to Future Learning • Students will independently be able to

compare and contrast similarities and differences between two texts on the same topic, characters, setting, or events (1.RL.9, 1RI.9).

• Students will be able to increase their participation in collaborative writing (1.W.7).

• They may work in pairs or small groups to compose information about a topic (1.W.2, 1.W.4).


• Provide a journal or notebook for students to collect and record key words for describing (e.g., number words, color words, sizes, shapes) (K.SL.4, K.L.5).

• Demonstrate while thinking aloud how to complete a word web using key vocabulary words about a topic (K.SL.4, K.L.5). Thinking aloud while demonstrating is a scaffolding support strategy for SIOP and SPED students.

• Display word banks or anchor charts of word categories (e.g., common nouns, common action verbs, common adjectives) to use in writing (K.L.5). Visual displays are a SIOP Teacher Preparation strategy, which is also supportive of SPED visual learning accommodation.

• Provide choices of topics for discussion by pairs of students or small groups. Practicing in pairs or small groups is a Marzano cooperative learning and SIOP interaction strategy.

• Use nonlinguistic representations (quick drawings) as a definition reminder for students (K.L.5). Visual displays are a SIOP Teacher Preparation strategy, which is also supportive of SPED visual learning accommodation and Marzano nonlinguistic support.


• http://www.corestandards.org/ELA-Literacy Appendix C: grade-level writing samples with annotation • www.studenthandouts.com key word: graphic organizers • www.eduplace.com text and topic ideas for teachers to use with students




http://www.eduplace.com/



Big Idea 1, Quarter 3: Students will use letters/sounds and short vowels to read sight/high-frequency and rhyming words.

Essential Question(s): How do we use letters/sounds in short vowels to read sight/high-frequency and rhyming words?

Standards: K.RF.1d Demonstrate understanding of the organization and basic features of print: Recognize and name all upper- and lowercase letters of

the alphabet. K.RF.2a Demonstrate understanding of spoken words, syllables, and sounds (phonemes): Recognize and produce rhyming words.

K.RF.3a-c Know and apply grade-level phonics and word analysis skills in decoding words: a) Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant; b) Associate the long and short sounds with common spellings (graphemes) for the five major vowels; c) Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

K.L.1c and e

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: c) Form regular plural nouns orally by adding /s/ or /es/ (e.g. dog, dogs; wish, wishes); e) Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Elements of the Standard(s) – What’s the meaning? This is a continuation of the standards that have already been introduced earlier in the year. Such as: identifying the name and sound of letters and being able to print both upper- and lowercase letters (K.RF.3, K.L.1). Students will have progressed from using manipulatives for sounds of simple words to replacing the manipulative with the appropriate letter for that sound. They will be able to spell/write (encode) and read (decode) simple high-frequency words using phonics skills. Students will demonstrate language skills when writing or speaking by appropriately using the singular or plural form of nouns. Key Vocabulary high-frequency words, prepositions, vowels, consonants, short vowel sounds, long vowel sounds, plural, singular

Links to Prior Learning Students have been introduced to prepositions, plural and singular nouns, and common adjectives in prior quarters (K.RF.3, K.L.1).

Links to Future Learning Students will be able to extend simple sentences to include adjectives, prepositions, conjunctions, singular and plural nouns, and verbs that convey past, present, and future (1.L.1).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Display a word wall or anchor chart for common prepositions with picture clues (K.L.1e). Visual displays are a SIOP Teacher Preparation strategy,




which is also supportive of SPED visual learning accommodation and Marzano nonlinguistic support. • Display a word wall or anchor chart for high-frequency words (K.L.1, K.RF.3c). Visual displays are a SIOP Teacher Preparation strategy, which is

also supportive of SPED visual learning accommodation and Marzano nonlinguistic support. • Display a word wall or anchor chart for rhyming word – word families (K.RF.3). Visual displays are a SIOP Teacher Preparation strategy, which is

also supportive of SPED visual learning accommodation and Marzano nonlinguistic support. • Have students build a word journal or notebook for collecting vocabulary words (K.RL.4, K.RI.4). • Use interactive activities for students to create new words by changing the beginning sounds (see resources for Word Families). Practicing in

pairs or small groups is a Marzano cooperative learning and SIOP interaction strategy. • Have students identify and correct the proper use of plural and singular forms of nouns in speaking and writing samples (K.L.1c). • Have students identify and correct the proper preposition to complete a sentence based on an illustration (K.L.1e). • Model how to expand a simple sentence (K.L.1f). Thinking aloud while demonstrating is a scaffolding support strategy for SIOP and SPED

students.

Resources & Links to Technology • http://www.corestandards.org/ELA-Literacy Appendix A: strategies and information regarding phonics instruction • www.havefunteaching.com key word: word family • www.explicitinstruction.org is a series of classroom instruction examples (videos). (See vocabulary instruction.)

Big Idea 2, Quarter 3: Students will be able to describe relationships in detail by comparing and contrasting a text.

Essential Question(s): Why is it important to describe relationships in detail by comparing and contrasting a text?



K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. K.RI.1 With prompting and support, ask and answer questions about key details in a text.



http://www.havefunteaching.com/

http://www.explicitinstruction.org/









Elements of the Standard(s) – What’s the meaning? Students will extend their comprehension skills beyond clarifying questions (e.g., Who?, What?, Why?, Where?, When?, How?) to include comparing and contrasting. Students will be able to use events or characters in familiar stories (K.RL.9) or two texts on the same topic. Demonstrating how to use Venn diagrams, T-charts, or 3-column charts will help students to categorize the information necessary for comparing and contrasting. Again, you will model (I-do) how to extract the information collected on the graphic organizer to compose an informative writing about the topic. The next topic students may participate in (we-do) this process. Students may work in pairs or small groups using a combination of drawing and writing to create informative text about a topic (K.W.2). You model using graphic organizers (e.g., cause and effect, problem/solution, timeline) to collect information to use in a short narrative in which you link events and provide a reaction to what happened. Students then participate working in pairs or small groups to create narrative writing in which they tell about events in the order in which they occurred and provide a reaction (e.g., going to the beach, staying out too long = getting sunburned; walking by a run-down house, late coming home = scared) Key Vocabulary compare, contrast, cause and effect

Links to Prior Learning Review using clarifying questions while listening to or reading text (K.RL.1, K.RI.1).

Links to Future Learning • Students will continue to show mastery in

comprehension by asking and answering questions without prompting and support (1.RL.1, 1.RI.1).

• Students will be able to compare and contrast events, characters, or texts on the same topic (1.RL.9, 1.RI.9). They will also be able to




produce writing in which they express opinion, explain a topic, or recount sequenced events in a narrative (1.W.1, 1.W.2, 1.W.3, 1.W.4).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Create a word wall or focus wall of key vocabulary in text with picture clues (e.g., sensory words, temporal words) (K.RL.4, K.RI.4, K.L.5d). Visual

displays are a SIOP Teacher Preparation strategy, which is also supportive of SPED visual learning accommodation and Marzano nonlinguistic support.

• Display an anchor chart or poster of the writing process (K.W.4, K.W.5, K.W.6). Visual displays are a SIOP Teacher Preparation strategy, which is also supportive of SPED visual learning accommodation and Marzano nonlinguistic support.

• Have students create a writing journal for practicing writing (K.L.1). • Have students create different graphic organizers in their journal or notebook as a reference (K.RI.7). Using graphic organizers assists students in

visually categorizing information (SIOP and SPED) and supports note-taking (Marzano). • Model how to collect information from text to place in an appropriate graphic organizer (K.RI.7). Using graphic organizers assists students in

visually categorizing information (SIOP and SPED) and supports note-taking (Marzano). Thinking aloud while demonstrating is a scaffolding support strategy for SIOP and SPED students.

• Model how to extract information from a graphic organizer to produce a simple narrative or informational writing (K.W.1, K.W.2, K.W.3, K.W.4). Using graphic organizers assists students in visually categorizing information (SIOP and SPED) and supports note-taking (Marzano). Thinking aloud while demonstrating is a scaffolding support strategy for SIOP and SPED students.


• http://www.corestandards.org/ELA-Literacy Appendix B: grade-level reading suggestions • http://www.corestandards.org/ELA-Literacy Appendix C: grade-level writing samples with annotation • www.studenthandouts.com key word: graphic organizers • www.eduplace.com/kids reading topics for students and teachers








Big Idea 3, Quarter 3: Students will be able to use English grammar conventions and phonic patterns when writing and spelling.

Essential Question(s): What grammar conventions or phonic patterns are needed in writing?

Standards: K.L.1d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Understand and use

question words (interrogatives) (e.g., who, what, where, when, why, how). K.L.2a-d Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: a) Capitalize the

first word in a sentence and the pronoun I; b) Recognize and name end punctuation; c) Write a letter or letters for most consonant and short-vowel sounds (phonemes); d) Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

K.L.4b Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content: Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

K.RF.3b and d

Know and apply grade-level phonics and word analysis skills in decoding words: b) associate the long and short sounds with common spellings (graphemes) for the five major vowels; d) distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Elements of the Standard(s) – What’s the meaning? Students will look more closely at the conventions in writing and increase their vocabulary in speaking, reading, and writing with frequently occurring inflections and affixes (K.L.2a-d, K.L.4b). Students may be challenged to practice fluency by reading charts of similarly spelled words (e.g. of, off, and, add, went, wet, the, tree). Key Vocabulary conventions, punctuation, capital, pronouns, sentence

Links to Prior Learning • Students will be able to print many

upper- and lowercase letters (K.L.1). • With guidance and support, students

are able to copy sentences (K.W.4).

Links to Future Learning Students will be able to extend sentences or use vocabulary that includes prefixes and suffixes both orally and in writing (1.L.4, 1.W.5).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Display incorrectly written sentences with errors focused on the convention you are teaching (e.g., capitals, plurals, pronouns, ending

punctuation). Allow students to provide the corrections necessary (K.L.2). • Have students create lists in a vocabulary journal or notebook of words with and without affixes––include nonlinguistic representations (K.L.4).

Visual displays are a SIOP Teacher Preparation strategy, which is also supportive of SPED visual learning accommodation and Marzano




nonlinguistic support. • Students chorally identify affixes to define word meaning. For example: Display the sentence “The athlete unzipped his bag.” Then hold up two

pictures––one with the suitcase zipped, one with the suitcase unzipped and ask: “Which picture illustrates the sentence?” (K.L.4). • Create charts of similarly spelled words (often misread high-frequency words) for students to practice fluency (e.g., of, off, said, say, the, three,

and, any) (K.RF.3c). • Have students write sentences, then exchange with their partners to review for correct punctuation (K.L.2). Practicing in pairs or small groups is

a Marzano cooperative learning and SIOP interaction strategy.

Resources & Links to Technology • http://www.corestandards.org/ELA-Literacy Appendix C: grade-level writing samples with annotation • www.havefunteaching.com key words: prefix, suffix • http://www.carlscorner.us.com/ key words: suffix, city, set (activities for students to add suffixes)







Big Idea 1, Quarter 4: Students will be able to recognize, identify, and read different types of texts.

Essential Question(s): What are the different types of text?

Standards: K.RL.5 Recognize common types of texts (e.g., storybooks, poems).

K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).







K.RF.4 Read emergent-reader texts with purpose and understanding. K.L.4b Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content:

Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

Elements of the Standard(s) – What’s the meaning? Students will be able to identify basic elements of narrative stories, poetry, or informational text from daily exposure in the classroom. They can distinguish between fiction and non-fiction and are able to support their answer. For example: “That story is fiction because bears do not talk or wear clothes in the woods.” Student will also confirm the connection between illustrations and text. For example, following reading a story, show one of the pictures and have students discuss in pair or small groups: “What happened during this part of the story/ book?” (K.RL.7, KI.RI.7).




Key Vocabulary fiction, non-fiction, support, illustrations

Links to Prior Learning • Students have examined what occurs

in a narrative (e.g., characters, setting, conflict, resolution) (K.RL.2).

• Students have heard and/or created simple poems (K.RL.10).

• Students have participated in reading informational text (K.RI.10).

Links to Future Learning Students will compare different text genres (e.g., biographies, folktales, poems) (1.RL.5, 1.RL.9).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Create a chart categorizing the stories, poems, and informational text read aloud. Students can participate in adding to the list as more text is

read during the year (K.RL.10, K.RI.10). • Display several types of texts and have pairs or small groups of students sort books into categories of narrative, poetry, and informational text.

They can write the titles into a 3-column graphic organizer with captions: Narrative, Poetry, and Informational (K.RL.10, K.RI.10). • Have students discuss in pairs or small groups what the picture illustrates from text that has been read or heard (K.SL.5). Practicing in pairs or

small groups is a Marzano cooperative learning and SIOP interaction strategy. • Students can compare and contrast illustrations from informational and narrative text on the same topic orally and in writing with the support of

adults completing a graphic organizer (e.g., Venn diagram, T-chart, or 3-column chart) (K.RL.5, K.RL.9, K.RI.9). Using graphic organizers assists students in visually categorizing information (SIOP and SPED) and supports note-taking and identifying similarities and differences (Marzano).

• Announce the objective or purpose for reading prior to the lesson. For example: “When we are finished reading Lon Po Po by Ed Young, we will compare Lon Po Po with Little Red Riding Hood (K.RL.9). Setting objectives and providing feedback helps students clarify their learning (SIOP, Marzano, SPED).

• Students keep journals or notebooks of stories that they’ve read listing title, author, main characters, or topic and if they enjoyed the story/text (K.RL.3, K.W.1).


• http://www.corestandards.org/ELA-Literacy Appendix B: grade-level reading text suggestions • www.eduplace.com/kids additional reading for students






Big Idea 2, Quarter 4: Students will be able to use a variety of writing techniques to express thoughts, feelings, and ideas about informational text.

Essential Question(s): What writing structures are needed for writing a narrative, or informational text? How does word choice change the meaning of text?

Standards: K.W.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as

needed. K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with

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

them). K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a

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

K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly. K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in

the order in which they occurred, and provide a reaction to what happened.

Elements of the Standard(s) – What’s the meaning? This combination of standards has a focus on students participating in different elements of the writing process. Procedures need to be in place for students to collaborate in pairs and in small groups (K.SL.1). Displaying anchor charts of the writing process will help students to work with minimal assistance. Using writing journals or notebooks that include word lists will work as a resource for students for editing or extending their sentences (K.L.1). If writing samples from earlier in the year are saved, students can use them to edit, revise, and extend to publication (K.W.5, KW.6). Writing samples will be the results from a class project where all students are participating (K.W.7). For example: a holiday that is celebrated in the community may be researched by reading aloud books and having people from the community come in to tell about it. A graphic organizer is used to collect information, and you model using the information to compose informational writing. Groups of students can be assigned to illustrate different elements of information (e.g., food, ceremony, decorations).




Key Vocabulary graphic organizer, word choice, noun, adjectives, prepositions, temporal words, edit, revise, the writing process, collaborate, publish

Links to Prior Learning Students have witnessed (I-do) and participated (we-do) in various reading (K.RL.5, K.RL.10, K.RI.10) and writing genres (K.W.1, K.W.2, K.W.3, K.W.4, K.W.7).

Links to Future Learning Students will collaborate with their peers for research and writing projects using digital tools (1.W.6, 1.W.7). They will use appropriate capitalization, punctuation, and spelling (1.L.2).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Students use writing journals or notebooks as resources for word choice (e.g., common nouns, adjectives, prepositions, temporal words) (K.L.5). • Display anchor charts for elements of narrative, informational, and opinion writing (K.W.1, K.W.2, K.W.3). This is a SIOP Teacher Preparation

strategy, which is also supportive of SPED visual learning accommodation. Visual displays are a SIOP Teacher Preparation strategy, which is also supportive of SPED visual learning accommodation and Marzano nonlinguistic support.

• Display graphic organizers with picture clues to remind students how they might be used. This is a SIOP Teacher Preparation strategy, which is also supportive of SPED visual learning accommodation. Visual displays are a SIOP Teacher Preparation strategy, which is also supportive of SPED visual learning accommodation and Marzano nonlinguistic support.

• Have students work in pairs or small groups to research a topic to share orally with the class (e.g., a main topic, 3 facts, illustration) (K.W.7). Practicing in pairs or small groups is a Marzano cooperative learning and SIOP interaction strategy.

Resources & Links to Technology • www.eduplace.com/kids topics for reading and research • http://www.carlscorner.us.com/ topics for reading and research • http://www.corestandards.org/ELA-Literacy Appendix B: grade-level reading suggestions for different genres • http://www.corestandards.org/ELA-Literacy Appendix C: grade-level writing samples with annotation








Big Idea 3, Quarter 4: Students will use relationships among words to clarify meaning and connections with real-life events.

Essential Question(s): How do relationships among words help clarify meaning?

Standards: K.L.4a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and

content: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

K.L.5a-d With guidance and support from adults, explore word relationships and nuances in word meanings: a) Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent; b) Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms); c) Identify real-life connections between words and their use (e.g., note places at school that are colorful); d) Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.


Elements of the Standard(s) – What’s the meaning? The focus is to build vocabulary by hearing the words, saying the words, reading, and writing them (K.RL.4, K.RI.4, K.L.5). Students need multiple opportunities to hear and practice using vocabulary orally before they get into print. Using routines such as students echo the vocabulary words when you read them allows students to feel how the letter sounds blend into the new word. The general rule is to have students repeat the word/words about 12 times. This can be distributed throughout the day or week. Select and focus on words that will serve students regardless of the content area of instruction. Key Vocabulary word web, shades of meaning

Links to Prior Learning Students will confirm understanding of words or phrases read aloud (K.SL.2, K.RL.4, K.RI.4).

Links to Future Learning Students will use words and phrases including conjunctions to signal simple relationships (1.L.6) acquired through hearing and reading text, in speaking and writing.

Instructional Strategies (EL, SIOP, SPED, Marzano) • Students can act out different meanings of simple words or phrases to build background knowledge (e.g., pin, run, bat) (K.L.5). Using physical

models, hands-on and movement is a Marzano and SIOP strategy that supports SPED sensory learning. • Display picture clues to distinguish different meanings of words or phrases (K.L.5). This is a SIOP Teacher Preparation strategy, which is also

supportive of SPED visual learning accommodation and Marzano’s strategy for using nonlinguistic support for vocabulary.




• Students can create illustrations depicting nuances of words (e.g., walk, march, prance) (K.L.5). This is a SIOP Teacher Preparation strategy, which is also supportive of SPED visual learning accommodation and Marzano’s strategy for using nonlinguistic support for vocabulary.

• Students can create illustrations depicting antonyms for frequently occurring adjectives (e.g., cold, hot, happy, sad, smooth, rough) (K.L.5). This is a SIOP Teacher Preparation strategy, which is also supportive of SPED visual learning accommodation and Marzano’s strategy for using nonlinguistic support for vocabulary.

• Display a copy of the story cover with key vocabulary words to provide a visual association /reminder for students (K.RL.4, K.RI.4, K.L.6). • When students appropriately use one of the vocabulary words, write and attach their name to the posted vocabulary word to show ownership.

More than one name can be attached to a word. It will just be a visual reminder to use the word (K.RL.4, K.RI.4, K.L.6). • Students can provide a phrase or sentence using the word before leaving for lunch, recess, or end of day (K.L.6). Providing ample opportunities

to practice skills throughout content areas is a SIOP instruction strategy that provides distributed practice for SPED. • Provide interactive activities to model vocabulary terms. For example: “Drift to your seats like snowflakes.” or “Float to your seats like feathers”

(K.L.6). Using physical models, hands-on and movement is a Marzano and SIOP strategy that supports SPED sensory learning. Resources & Links to Technology

• http://www.plattscsd.org/oak/smartboard/vocabulary.htm topics with interactive vocabulary lessons • http://www.corestandards.org/ELA-Literacy Appendix C: grade-level writing samples with annotation


http://www.plattscsd.org/oak/smartboard/vocabulary.htm


GUAM District Level Lesson Plan Quarter 1

Instructions that are italicized include student engagement strategies. Instructions that are underlined embed checking for understanding. Guam Department of Education 2013

Content: English Grade/Course: Kindergarten

Timeline: 60 minutes - Integrated Reading and Writing



K.L.1e-f Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: e) Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with); f) Produce and expand complete sentences in shared language activities.

Lesson Overview: Students will make the connection between drawing, writing, and reading and the use of grammar skills.

Lesson Objective(s): In this lesson, students will be able to

• Understand how reading, writing, drawing, and using grammar skills are connected.

• Create simple drawings for the simple sentence and expanded sentence to reflect the difference a prepositional phrase can make in a sentence.

Vocabulary: Posted with picture clues for visual support: Off, on , from, under, over, in, out, to from, sentence, preposition

Focus Question(s): How can grammar words change the meaning of a sentence? (Prepositions can change the placement of what you’re talking/writing/reading about.)

Description of Lesson (including instructional strategies): Prior Learning:

• Simple sentences. (article, noun, verb) • Procedures for sharing/working with their partner.

Anticipatory Set: Say to the students: “Today we’re going to have fun seeing and hearing how special grammar words called prepositions can change the meaning of what we read, write, or say.” The word is preposition. Say the word. Instruction and Strategies: Orally expand a simple sentence by attaching a prepositional phrase. Examples: The cat sat. = The cat sat under the table. The mouse ran. = The mouse ran from the cat. The boy sang. = The boy sang in the house. The book fell. = The book fell off the table. The bird flew. = The bird flew over the house. A girl walks. = A girl walks to the park. The boy jumped. = The boy jumped on the box. The dog ran. = The dog ran out the door.




I-Do: • Model how a prepositional phrase changes the meaning /visual of a simple thought using an item (e.g.

stuffed animal, book, cup). Students may chorally respond as you move the items “in,” “on,” “off,” “under,” etc.

We-do: • The class joins you as they stand and physically practice the concepts of each vocabulary

word/preposition using their hands to show “over”,” under,” etc.

Guided Practice: You-do:

• Model the first simple sentence with a simple drawing. After reading the extended sentence, draw a picture modeling how it changed due to the preposition.

• The students create simple drawings for the simple sentence and expanded sentence to reflect the difference a prepositional phrase can make in a sentence.

• Students may ask their partners for the vocabulary word describing the placement of an item in their drawing. (Example: Where is the cat? Under the table.)

Formative Assessment: Observe that students are able to physically model, draw, or orally explain the vocabulary words/ prepositions. Closure: Question prompt for student discussion as you monitor for accuracy: How are reading, writing, drawing, and using grammar skills connected? (What we read can make pictures in our brains, then we can write about it or draw it. The words help give us a clear picture. For example: Is it over the table or under the table?) Independent Practice: This concept is not yet fully developed for students to work independently.

Accommodations/Modifications: • Simple pictures may be provided for students to use if they struggle with fine motor skills. • Challenge: Students can use simple readers and extend the simple sentences from the books. • Can be done in booklet-form • Can be done with graphic organizer ‘T-chart’ form or with paper folded in half.

Resources (Textbook and Supplemental): • Sentence strips prepared by the teacher with the simple sentence and the prepositions • Pictures to model the positions of the noun with different prepositions • Posted vocabulary terms with picture clues (simple clip art)




Optional sentence strips:

The cat sat.

The cat sat under the table.

The mouse ran.

The mouse ran from the cat.

The boy sang.

The boy sang in the house.

The book fell.

The book fell off the table.

The bird flew.

The bird flew over the house.

A girl walks.

A girl walks to the park.

The boy jumped.

The boy jumped on the box.

The dog ran.

The dog ran out the door.




Content: English Grade/Course: Kinder Timeline: 60 minutes Standard(s):




Lesson Overview: Students will organize spoken words in different ways. They will take common nouns and apply two adjectives to extend simple phrases both orally and in writing.


• Create simple sentences (i.e., noun-verb). • Extend simple sentences by adding adjectives in

their appropriate places (syntax).

Vocabulary: Simple sentence, noun, verb, adjective, vocabulary number words, color words

Focus Question(s): How do words help us communicate ideas?

Description of Lesson (including instructional strategies):

Anticipatory Set: Dramatization (2 minutes) Show the class a plate of different colored crayons and playfully ask one student at a time: “Would you hand me the crayon?” When the student hands over a crayon, playfully and dramatically say, “Ohhh, no! I want THE crayon...,” and go to the next child. Each time, the response is the same until students express some frustration and you fake dramatic frustration. Then smile and conclude: “Ahh, if I only had words called adjectives in my vocabulary, I would be able to communicate more clearly and get what I want! That is what we are going to study today, so that all of you will be able to communicate better. Adjectives will help us describe items more clearly. ” Instruction and Strategies: Prior to Instruction:

• Prepare poster or chart of number words titled “Number words,” poster or chart of color words titled “Color words,” and poster or chart of simple nouns (with picture clues) titled “Nouns” (e.g., from stories read aloud, themes such as school-time, farm life) for visual support.

• Have students sit with a partner. One student will be partner #1 and the other will be partner #2. Make sure students know if they are #1 or #2.

The teacher I-do: (3 minutes) • Display a chart or point out the posted color words and number words. Tell the students: “There is an

order for how the English language places color words and number words before a noun. • Write on the board: Two red cars. Read “Two red cars.” Then under it write: number, color, noun. • Rearrange the charts/posters to reflect the same order: Number…Color. This provides students with a

strong visual of word-type order.




Whole Class: We-do (10 minutes) • Tell the class: “Now we’re going to work with our partners practicing describing items more clearly

using adjectives. Listen to these directions…” Student #1 will say a number word, and student #2 will say a color word. Then student #1 will say a noun, and student #2 will repeat the number, color, and noun. Repeat the process, now starting with student #2, until I say stop.”

• Use two students to model for the whole class as an example: Student #1: “Four.” Student #2: “Red.” Student #1: “Cats.” Student#2: “Four red cats…Two Student #1: “Green.” Student #2: “Dogs.” Student #1: “Two green dogs… Five”

• Ask the class: “Why are we practicing using adjectives? Because adjectives help us describe things more clearly. Everyone echo.” (The class chorally repeats the objective.)

• Students practice with their partner and continue until they have had ample turns to orally practice.) Monitor for accuracy.

• Tell the class: “Now we’re going to practice writing these words. Take out your writing journals (or pieces of paper or white boards).”

Guided Practice: Whole Class: You-do (40 minutes)

• “In your writing journals (or on paper or white boards), you’re going practice writing phrases with adjectives. Why are you practicing using adjectives?” The class chorally responses “Because adjectives help us describe things more clearly.”

• Post expectations (e.g., 5 phrases, 3 phrases) for visual support. • Model a written example while thinking aloud (e.g. three blue mops). • As students write, monitor the class, checking penmanship. • As students finish, they may illustrate their phrases.

Formative Assessment:

• When all have finished, have students read their phrases to their partner.

Closure: ( 5 minutes) Provide a question prompt for students to discuss with their partners or small groups: How do words like adjectives help us communicate ideas? (Adjectives help us describe items more clearly.) Monitor for accuracy.

Independent Practice: This concept is not yet fully developed for students to work independently.

Accommodations/Modifications: • For students who are struggling, words written on pieces of paper can be provided, cut out, and glued in

the correct order. • For students who have fine motor challenges, use a yellow marker to write out the phrase. Students

then can trace on top. • To challenge strong students, they can use simple readers and extend the simple sentences from the




books.

Resources (Textbook and Supplemental): • Poster or chart of number words (1–12) • Poster or chart of basic color words • Poster of chart of simple nouns • Word cards for struggling students (see attached) • Student Writing journals or lined paper • Word charts -free word charts to download.


http://www.makinglearningfun.com/themepages/BrownBearColorWordCharts.htm



Directions: Copy in large font for students to cut out and glue in the correct order. Then practice reading the phrases to their partner. Color words Number words Nouns red Two dogs blue Three cats yellow Four hats green Five fish orange six balls purple seven cows brown eight cars




Content: ELA Grade/Course: Kinder Timeline: 90 minutes Standard(s):

K.RF.1d

Demonstrate understanding of the organization and basic features of print: Recognize and name all uppercase and lowercase letters of the alphabet.

Lesson Overview: The purpose of this lesson is to understand how recognizing and naming uppercase and lowercase letters help form words.


• Recognize and name uppercase and lowercase letters by matching uppercase with lowercase letters given an activity with 80% mastery.

Vocabulary: uppercase, lowercase

Focus Question(s): • How are uppercase and lowercase letters

different?

Description of Lesson (including instructional strategies): (approximately 5 minutes) Prior to lesson, review established procedures:

• Classroom rules/expectations • Peer collaboration; cooperative learning

Anticipatory Set: (approximately 5–10 minutes) Read-a-Loud

• Have students sit in a semicircle in your whole group/carpet area. • Show students the book you will be reading, but do not open the book yet. • Entice students by asking the following prediction questions: What do you think the story is about?

How do you know? Do you see any letters you know on the front cover? “Today we are going to read Chicka Chicka, Boom Boom by Bill Martin Jr. I want you to listen and think about the letters you may know.” Instruction and Strategies: (approximately 30 minutes) Vocabulary Warm-up:

• Write vocabulary words on the board or on chart paper. • Point to the vocabulary words and read them aloud (visual support).

Teaching the Lesson: • “Here are uppercase letters,” “Here are lowercase letters.” Show chart. • Students will echo-respond (loud, soft) for each vocabulary word and check for pronunciation.

(Literature Brain Based) • Model physical movement for uppercase and lowercase letters (uppercase – stand tall; lowercase –

crouch down). • Now the whole class will act it out together.

Multiple Response Card (Formative Assessment Strategy) I Have, Who has? (Whole Class Activity)

• Arrange students in a circle in a common area in the room.




• Give each student random matching letter cards (9 uppercase, 9 lowercase). • Start the game by saying “I have uppercase ___. Who has lowercase ___?” • Continue cycle until all uppercase and lowercase letters are named and matched.

Guided Practice: (approximately 20 minutes) Worksheet: We will use the letter matching and coloring activity found on this page: http://firstgradealacarte.blogspot.com/2011/08/chicka-chicka-boom-boom.html Formative Assessment: Informal Observation – Throughout the lesson activities on worksheets Closure: (approximately 10 minutes)

• Discussion: Today we learned to recognize and name uppercase and lowercase letters. Turn to your neighbor and ask them to tell you what they know about uppercase and lowercase letters (think, pair, share).

• Show flash cards and call on random students to name the uppercase/lowercase letters independently.

• Video found here: Chicka Boom Song Lyrics

• Preview “Tomorrow we will use letters to make words.”


Accommodations/Modifications: • Students who need additional support may work in a small group directly with you. • Students who need enrichment will be provided with a more rigorous task—learning target 4 • Visual aids • Break down tasks or chunk lesson

Resources (Textbook and Supplemental):

• Chicka Chicka Boom Boom by Bill Martin Jr. • Alphabet chart • Worksheets found online (listed above) • Video found online (listed above) • Multimedia projector • Internet connection • Flash cards • Glue • Crayons • Scissors • Markers • Whiteboard/chart paper


http://firstgradealacarte.blogspot.com/2011/08/chicka-chicka-boom-boom.html

https://www.schooltube.com/video/2490bb8cd9848c3af3ec/Chicka%20Chicka%20Boom%20Boom%20-%20With%20Lyrics%20-%20Alphabet%20Song



Content: ELA Grade/Course: Kinder Timeline: 60 minutes Standard(s):

K.RL.10 Actively engage in group reading activities with purpose and understanding. K.RL.9 With prompting and support, compare and contrast the adventures and experiences of

characters in familiar stories.

Lesson Overview: The Very Hungry Caterpillar will be presented, and students will sequence the events of the story. Plot, setting, and character will be reviewed. Students will compare and contrast adventures from Eric Carle’s The Very Hungry Caterpillar and Brown Bear, Brown Bear, What Do You See?


• Sequence the order of a selected text using cards. • Describe the characters and their adventures in

stories through cooperative learning groups dramatizing and retelling the story through art.

Vocabulary: plot, character, setting

Focus Question(s): • How can you relate to the character(s) in the

story? • How is the setting of the story important for the

reader to understand?


Anticipatory Set: (15 minutes) It is assumed that students have read The Very Hungry Caterpillar and Brown Bear, Brown Bear, What Do You See? by Eric Carle earlier in the year and that the elements of a story have been introduced. Show a puppet show of The Very Hungry Caterpillar by Eric Carle https://www.youtube.com/watch?v=nKKdwGwOlK8. A Venn diagram will be drawn on the board. Students will provide information comparing and contrasting the adventures of the characters of the caterpillar and the brown bear. Instruction and Strategies: (5 minutes) Present anchor charts for characters, setting, and plot to students (Handouts 3, 4, 5) and instruct students that later they will be working on their respective story element. Guided Practice: (15 minutes) Students are divided into three (cooperative learning) groups: character, setting, and plot. The character group will receive a pool of felt characters and will have to choose which characters are a part of The Very Hungry Caterpillar. Students will then discuss the characteristics of each stage of the caterpillar. The setting group will receive a set of picture cards (Handout 6) and will have to find the relevant setting. The plot group will receive sequencing cards (Handout 1) and will have to order the story. Each group will share their findings with the class. Formative Assessment: (15 minutes) On Handout 2, students will complete a classifying chart. Students will identify the character, setting, and plot of the Very Hungry Caterpillar. Students will then find partners to share their findings. Closure: (11 minutes) Students will state their answers to the following questions.


https://www.youtube.com/watch?v=nKKdwGwOlK8



• What were similar findings? • What stood out for you in other charts? • How can you relate to the character(s) in the story? • How is the setting of the story important for the reader to understand?


Accommodations/Modifications: Additional prompting will be provided to students who need assistance. Instructions may be repeated. Resources (Textbook and Supplemental): The Very Hungry Caterpillar by Eric Carle, felt character pieces of random stories (inclusive of The Very Hungry Caterpillar), computer, Internet connection, a television with an HDMI cord, a multimedia player, or Promethean board




Handout 1

http://www.docstoc.com/docs/26257616/the-very-hungry-caterpillar-sequencing-cards


http://www.google.com/url?sa=i&source=imgres&cd=&cad=rja&docid=zaLxAbwprA8thM&tbnid=vTfoXVb8A5YBAM:&ved=0CAwQjRwwAA&url=http://www.docstoc.com/docs/26257616/the-very-hungry-caterpillar-sequencing-cards&ei=-E1CUrrBC4WWiALixYCgBg&psig=AFQjCNG4lNYmyprgo43quuVM2USN7qowtA&ust=1380163448238366

http://www.docstoc.com/docs/26257616/the-very-hungry-caterpillar-sequencing-cards

http://www.google.com/url?sa=i&source=imgres&cd=&cad=rja&docid=zaLxAbwprA8thM&tbnid=vTfoXVb8A5YBAM:&ved=0CAwQjRwwAA&url=http://www.docstoc.com/docs/26257616/the-very-hungry-caterpillar-sequencing-cards&ei=-E1CUrrBC4WWiALixYCgBg&psig=AFQjCNG4lNYmyprgo43quuVM2USN7qowtA&ust=1380163448238366�



Handout 2

The Very Hungry Caterpillar

Characters (people, animals, or other creatures in

the story)

Setting (when and where the story takes

place)

Plot (all of the action that takes place

during a story––beginning, middle, and end)




Handout 3

http://mrstahlkindergarten.blogspot.com/2012/03/we-will-be-working-with-story.html


http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=FHWFJVrQ-6kxKM&tbnid=1rYNiR2MUNyXbM:&ved=&url=http://mrstahlkindergarten.blogspot.com/2012/03/we-will-be-working-with-story.html&ei=LkxCUrCgIIWBiALBnYDQBg&bvm=bv.53077864,d.cGE&psig=AFQjCNFwYBMpfJ6wyiCIcvwTJat1GLw5wA&ust=1380162990821045


http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=FHWFJVrQ-6kxKM&tbnid=1rYNiR2MUNyXbM:&ved=&url=http://mrstahlkindergarten.blogspot.com/2012/03/we-will-be-working-with-story.html&ei=LkxCUrCgIIWBiALBnYDQBg&bvm=bv.53077864,d.cGE&psig=AFQjCNFwYBMpfJ6wyiCIcvwTJat1GLw5wA&ust=1380162990821045�



Handout 4






Handout 5



http://1.bp.blogspot.com/-ypmIumyDgAE/T1Q-lMUojDI/AAAAAAAACm8/FCUs8IJ1rJk/s1600/characters.png


http://1.bp.blogspot.com/-ypmIumyDgAE/T1Q-lMUojDI/AAAAAAAACm8/FCUs8IJ1rJk/s1600/characters.png�



Handout 6





GUAM District Level Curriculum Alignment Grade K– Math


Common Core State Standard (CCSS)

GDOE Content Standard Alignment Notes SAT 10 Objectives

K.CC.1 Count to 100 by ones and by tens. K.1.1 Count, read,write, and represent with manipulatives the whole numbers from 0 to 30. 1.1.2 Count by twos, fives, and tens to 100.

Partial: The Grade K GDOE counts to 30 while CCSS requires standard to 100.

N/A

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

N/A N/A -Count forward or backward from an initial number

K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects).

K.1.1 Count, read,write, and represent with manipulatives the whole numbers from 0 to 30. K.1.4 Connect number words and numerals to the quantities they represent

Partial: GDOE writes to 30, exceeding the CCCS expectation of up to 20.

-Match number names and notation

K.CC.4a Understand the relationship between numbers and quantities; connect counting to cardinality: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

K.1.4 Connect number words and numerals to the quantities they represent 1.1.4 Connect number words and numerals (to 100) to the quantities they represent using various physical models and representations.

Aligned -Identify the number of elements in a set having up to 10 elements

K.CC.4b Understand the relationship between numbers and quantities; connect counting to cardinality: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

K.1.4 Connect number words and numerals to the quantities they represent

Partial: GDOE does not address the CCSS concept of the number of objects staying the same regardless of item arrangement

-Identify the number of elements in a set having up to 10 elements




Common Core State Standard (CCSS) GDOE Content Standard Alignment Notes SAT 10 Objectives

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

N/A N/A N/A

K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

1.1.4 Connect number words and numerals (to 100) to the quantities they represent using various physical models and representations.

Partial: GDOE expects this connection in Grade 1, but CCSS begins the connection between a physical quantity to a count in Grade K.

K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. NOTE: Include groups with up to ten objects.

K.12.4 Discuss and compare quantities of objects (i.e., How many?) using the words one/many, none/some/all, more/less, most/least, and more than/less than/equal to.

Partial: GDOE refers to words that compare while CCSS requires students to identify groups compared to another one using strategies.

-Solve problems using numerical reasoning -Translate between visual representations, sentences, and symbolic notation

K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

N/A N/A -Compare numbers and sets up to 10

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. NOTE: Drawings need not show details but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)

K.2.1 Understand the meaning of the addition and subtraction symbols K.3.1 Use manipulative to perform the addition and subtraction of two 1-digit numbers. K.4.1 Recognize, describe, create, and extend repeating and growing patterns (e.g., sequences of sounds, objects, or numbers).

Partial: CCSS focuses heavily on building meaning of the operations of addition and subtraction without much use of patterns. There are some patterns that can be used at this age where students act out

-Solve problems using appropriate addition and subtraction strategies -Extend a visual pattern





or draw to show one more.

K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

K.3.1 Use manipulative to perform the addition and subtraction of two 1-digit numbers.

Aligned -Solve problems using appropriate addition and subtraction strategies -Solve problems using numerical reasoning

K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

K.2.1 Understand the meaning of the addition and subtraction symbols. K.3.1 Use manipulative to perform the addition and subtraction of two 1-digit numbers. 1.2.2 Compose and decompose whole numbers. 1.6.1 Model situations that involve the addition and subtraction of whole numbers using objects, pictures, and symbols.

Partial: CCSS requires recording and showing decomposition in a variety of ways. Part of this alignment includes standards from GDOE Grade 1.

N/A

K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

K.2.1 Understand the meaning of the addition and subtraction symbols K.3.1 Use manipulative to perform the addition and subtraction of two 1-digit numbers.

Partial: CCSS requires recording by equation or picture representation symbols with a focus on making 10

N/A

K.OA.5 Fluently add and subtract within 5. K.2.1 Understand the meaning of the addition and subtraction symbols K.3.1 Use manipulative to perform the addition and subtraction of two 1-digit numbers.

Partial: Grade K GDOE standards do not reference addition and subtraction within 5; Grade 1 first addresses

N/A





1.3.1 Demonstrate fluency with the fact families to 10.

fluency to 10.

K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

N/A N/A N/A

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

N/A N/A N/A

K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

K.12.1 Identify, describe, compare, and classify objects by common attributes (e.g., color, size, shape). K.12.3 Identify the measurable attribute of length and compare the lengths of objects by direct comparison using appropriate vocabulary (e.g., longer than, shorter than, taller than, wider than, greater than, less than, equal to).

Aligned -Compare estimates of length -Compare estimates of weight -Estimate length using non-standard units

K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. NOTE: Limit category counts to be less than or equal to 10.

K.12.1 Identify, describe, compare, and classify objects by common attributes (e.g., color, size, shape).

Partial: GDOE classifies by attributes but doesn't connect classifying to counting and sorting by specific categories.

-Identify and use attributes of geometric figures

K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such

K.8.3 Recognize geometric shapes and structures in the environment. K.9.1 Identify positions of objects in

Aligned -Identify plane figures -Compare solid





as above, below, beside, in front of, behind, and next to.

space by using appropriate terms (e.g., inside, outside, between, above, below, near, far, under, over, up, down, behind, in front of, next to, to the left of, to the right of).

figures -Identify and use attributes of geometric figures

K.G.2 Correctly name shapes regardless of their orientations or overall size.

K.8.1 Identify, name, and sort common two-and three-dimensional geometric shapes (e.g., circle, triangle, square, rectangle, cone, cube, sphere). K.8.3 Recognize geometric shapes and structures in the environment.

Partial: CCSS is specific about naming shapes regardless of its orientation or size.

-Identify plane figures -Identify and use attributes of geometric figures

K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

K.8.1 Identify, name, and sort common two-and three-dimensional geometric shapes (e.g., circle, triangle, square, rectangle, cone, cube, sphere). K.12.1 Identify, describe, compare, and classify objects by common attributes (e.g., color, size, shape).

Aligned -Identify plane figures -Compare solid figures

K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

K.8.2. Compare familiar plane and solid objects by common attributes (e.g., position, shape, size, roundness, number of corners).

Aligned -Identify and use attributes of geometric figures

K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

N/A N/A N/A

K.G.6 Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

N/A N/A N/A


Guam GUAM Critical Areas Grade Kindergarten – MATH


GRADE Kindergarten Common Core State Standards – Critical Areas In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics. (1) Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a

set; counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5. (Kindergarten students should see addition and subtraction equations, and student writing of equations in Kindergarten is encouraged, but it is not required.) Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away.

(2) Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes.


GUAM District Level Curriculum Map Grade Kindergarten – MATH Quarter 1

Italic Information: Recursive standard – repeated in at least one other quarter; Underlined information: the portion of the standard that is intended to be taught in a big idea. BOLD information: Standards that should be emphasized Guam Department of Education 2013

Big Idea 1, Quarter 1: Students will learn the meaning of numbers and the processes for counting, classifying, matching quantities, and writing numbers.

Essential Question(s): How do you write the numbers 1–10? Why is it important to know, count, and write numbers?

Standards: K.CC.1 Count to 100 by ones and by tens. (1-50) K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no

objects). (0-10) K.CC.4a Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the

number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.(1-50)

K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Mathematical Practices:

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.





Big Idea 2, Quarter 1: Students will compose and describe basic shapes and show their relative positions.

Essential Question(s): How do you build new shapes from circles, squares, and other shapes? What are the different ways to describe the positions of shapes?

Standards: K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such

as above, below, beside, in front of, behind, and next to. K.G.2 Correctly name shapes regardless of their orientations or overall size. (Basic Shapes) K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Mathematical Practices:













Big Idea 1, Quarter 2: Students will count, represent quantities, and sort numbers and objects in various arrangements. (line and rectangle)

Essential Question(s): Why is it important to count to 100 by ones and tens? What is the relationship between counting and showing “how many”? How is counting to tell “how many” in a line and in a rectangle the same or different?

Standards: K.CC.1 Count to 100 by ones and by tens. K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no

objects). K.CC.4a Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say

the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

K.CC.4b Understand the relationship between numbers and quantities; connect counting to cardinality. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.















Big Idea 2, Quarter 2: Students will add using objects, fingers, drawings, sounds, and acting out.

Essential Question(s): How do we add? Why do we add?

Standards: K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations,

verbal explanations, expressions, or equations. Mathematical Practices:










Big Idea 3, Quarter 2: Students will compose and describe solid figures and be able to describe its relative position.

Essential Question(s): How do we build two-dimensional and three-dimensional shapes using shapes? What are the different ways to describe the position of a shape within objects in the environment?

Standards: K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as

above, below, beside, in front of, behind, and next to. K.G.2 Correctly name shapes regardless of their orientations or overall size.

Mathematical Practices:












Big Idea 4, Quarter 2: Students will identify and analyze the criteria that must exist for two-dimensional and three-dimensional solid figures by using informal language.

Essential Question(s): How can we use informal language to identify and describe two-dimensional and three-dimensional shapes?

Standards: K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their

similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. K.G.6 Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a

rectangle?” Mathematical Practices:













Big Idea 1, Quarter 3: Students will be able to identify how many objects are in a set and if one set has greater than, less than, or the same amount as another set. They will be able to compare using two numbers written as numerals.

Essential Question(s): How would you show if one group of objects is greater than, equal to, or less than another group? How do we determine how many objects are in a set regardless of how it is arranged? How does the arrangement help determine how many objects are in a set?

Standards: K.CC.4C Understand the relationship between numbers and quantities; connect counting to cardinality. c. Understand that each successive

number name refers to a quantity that is one larger. K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as

many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group,

e.g., by using matching and counting strategies. K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Mathematical Practices:












Big Idea 2, Quarter 3: Students will compare the criteria that must exist for two-dimensional and three-dimensional solid figures by using informal language.

Essential Question(s): What is the same and what is different about two-dimensional shapes and three-dimensional shapes? What is the relationship between two-dimensional and three-dimensional solid figures?

Standards: K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to

describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).














Big Idea 3, Quarter 3: Students will add numerals fluently and solve word problems using various strategies.

Essential Question(s): What are different ways to add numbers? How can addition word problems be solved? What are number combinations that make ten?

Standards: K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal

explanations, expressions, or equations. K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the

problem. K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings,

and record the answer with a drawing or equation. K.OA.5 Fluently add and subtract within 5. Mathematical Practices:













Big Idea 4, Quarter 3: Students will learn how to use numbers to describe a measureable attribute of an object, such as length or weight.

Essential Question(s): What are the different attributes of objects that can be measured? Why would you want to use numbers to describe an attribute?

Standards: K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and

describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Mathematical Practices:









Suggested Timeline: 1 week




Big Idea 5, Quarter 3: Students will compose numbers 11–19 using objects or drawings and use drawings, numbers, and equations to record each composition.

Essential Question(s): What are different ways to show the composition of numbers 11–19?

Standards: K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and

record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Mathematical Practices: 1. Make sense of problems and persevere in solving them.












Big Idea 1, Quarter 4: Students will know and describe basic shapes and two-dimensional and three-dimensional solid figures.

Essential Question(s): What are the basic shapes and solid figures? How could you describe the basic shapes and solid figures?

Standards: K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe

their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).



2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

4. Model with mathematics


6. Attend to precision

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning





Big Idea 2, Quarter 4: Students will fluently subtract within 5 and compose and decompose numbers 1–10 using various strategies.

Essential Question(s): How is subtraction different from addition? What are the ways you think about subtraction facts? How do you remember each subtraction fact?


verbal explanations, expressions, or equations. K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent

the problem. K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record

each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.5 Fluently add and subtract within 5. Mathematical Practices:













Big Idea 3, Quarter 4: Students will decompose numbers 11–19 using various strategies and record each decomposition using drawings and equations.

Essential Question(s): How do you show how a number decomposes? Why would you want to decompose a number?

Standards: K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record

each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.












GUAM District Level Curriculum Guide Kindergarten – MATH Quarter 1

Italic Information: Recursive standard – repeated in at least one other quarter Underlined information: the portion of the standard that is intended to be taught in a big idea. BOLD information: Standards that should be emphasized Guam Department of Education 2013

Big Idea 1, Quarter 1: Students will learn the meaning of numbers and the processes for counting, classifying, matching quantities, and writing numbers.

Essential Question(s): How do you write the numbers 1–10? Why is it important to know, count, and write numbers?

Standards: K.CC.1 Count to 100 by ones and by tens. (1-50) K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no

objects). (0-10) K.CC.4a Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the

number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.(1-50)










Elements of the Standard(s) – What’s the meaning? The concepts in this Big Idea include counting, writing numbers, and classifying objects. These three items are a basis for student success in mathematics and they are interconnected to one another. Accuracy in counting depends on three things:

1. Knowing the patterns in the number-word list so that a correct number-word list can be said. This is called stable order. Numbers are counted in the same order. The number after four is always five, and one more than eight is always nine. It is critical that students learn the stable order in which we count prior to any work with skip counting.

2. Correctly assigning one number word to one object (one-to-one correspondence). It is important for students to touch each item as they count it to build one-to-one correspondence.

3. Keeping track of which objects have already been counted so that they are not counted more than once. Counting is about learning the sequence of numbers. There is a regularity and rhythm that is used when counting. As students progress to skip counting, they need to build meaning of the pattern. For example, when students count by 10s, it is important they realize that the next value is “10 more” than




the previous value. Counting by 1s therefore means that the next number is “one more” than the previous value. Writing Numbers Students must be explicitly taught the digit for a number count. It is critical at this time of the year to show students the digit formation of every value you say. Students write the numerals 0–20 and use the written numerals 0–20 to represent the amount within a set. For example, if the student has counted 9 objects, then the written numeral “9” is recorded. Students can record the quantity of a set by selecting a number card/tile (numeral recognition) or writing the numeral. Students can also create a set of objects based on the numeral presented. For example, if a student picks up the number card “13,” the student then creates a pile of 13 counters. While children may experiment with writing numbers beyond 20, this standard places emphasis on numbers 0–20. Due to varied development of fine motor and visual development, reversal of numerals is anticipated. While reversals should be pointed out to students and correct formation modeled in instruction, the emphasis of this standard is on the use of numerals to represent quantities rather than the correct handwriting formation of the actual number. To develop the connection between the symbol (ex: 4) and the quantity (ex: four), it is important for students to see a quantity connected to the symbol in various ways. For example, show students a card with 4 dots on it and have them write the number. Show students the digit 4 on a notecard without saying it and have students show you the same number of items. Students implement correct counting procedures by pointing to one object at a time (one-to-one correspondence), using one counting word for every object (synchrony/one-to-one tagging) while keeping track of objects that have and have not been counted. This is the foundation of counting. Classifying Objects Classifying objects requires students to identify similarities and differences between objects (e.g., size, color, shape) and use the identified attributes to sort a collection of objects. To connect sorting to counting, students should always count the number of objects in each group after they have sorted. Once each set is counted, then the student is asked to sort (or group) each of the sets by the amount in each set. Thus, like amounts are grouped together but not necessarily ordered. Example: Exploring Buttons First, the student separates the buttons into different piles based on color (all the blue buttons are in one pile, all the orange buttons are in a different pile, etc.). Then the student counts the number of buttons in each pile: blue (5), green (4), orange (3), purple (4). Finally, the student organizes the groups by the quantity. “I put the purple buttons next to the green buttons because purple also had (4). Blue has 5 and orange has 3. There aren’t any other colors that have 5 or 3. So they are sitting by themselves.”




Key Vocabulary count, one, two, three, four, five, six, seven eight, nine, ten, sort

Links to Prior Learning Basic number and symbol recognition in children’s environment

Links to Future Learning • Composing and decomposing numbers into

ones and tens • Building foundation for data collection in

future grades as they create and analyze various graphical representations

Instructional Strategies (EL, SIOP, SPED, Marzano) Instruction on the counting sequence can be scaffolded (e.g. 1–10, then 1–20, etc.) Practice classroom counting sequences daily. Examples:

• Count the number of chairs of the students who are absent. • Count the number of stairs, shoes, etc. • Counting groups of ten, such as fingers in the classroom (e.g., ten fingers per student). • Count the number of students in a group. • Count the number of specific objects they have in their desk (e.g., crayons).

When counting orally, students can recognize the patterns that exist from 1 to 100. They can also recognize the patterns that exist when counting by 10s. Have students verbalize the patterns they see. Writing numbers can be done with sugar, salt, or sand on plates. You can use a highlighter to make the number and have students use this as a guide to make each digit. Be sure that students are viewing values from dot cards or groups of items versus always hearing a value. This will help them connect to and learn the numeral quicker. Classifying objects might begin with sorting colors prior to the shapes. However, given a pile of shapes, have students pull out all the circles one day and another day have them find all the

Mathematical Practices Model with mathematics: Use various ways to visually represent whole numbers and counting. Counting can be reinforced with various types of models including tangible manipulatives as well as representations of quantities that students draw (MP 4). Look for and make use of structure: While exploring the counting sequence, students begin to see the overall structure and patterns in counting in the 20s, 30s, etc. (MP 7).




triangles. One aspect of teaching shapes is supporting students in drawing the shapes. Start with the triangle by having students put three dots on a page. They can use the edge of a book or a ruler to connect the dots. However, when you move into drawing squares or rectangles, graph paper works much better to help students realize the characteristics that make a square a square. The circle is the hardest and will need to be developed over the course of the year. It is helpful to connect the circle in your language as you are having students write letters that involve a circle such as o or a. Resources & Links to Technology Georgia Unit 2 for Kindergarten on Counting Resources that will support 1st grade with every Big Idea

• Kansas Flipbook This is one state’s unwrapping of all the standards in Grade K mathematics. • National Science Digital Library This site links to multiple resources for CCSS. You can search by domain and down to the standard level. • Illustrative Mathematics This site was specifically designed to support the CCSS. You can find examples and illustrations for the meaning of

every standard with ease. • Kindergarten Common Core for Howard County Public Schools This is Howard County Public Schools’ units designed for CCSS for Kindergarten. • Georgia Standards - Units of Study The state of Georgia has designed units of study for the entire year. If you click on the right side to open up

5th grade, you will find instructional units with many excellent lessons as well as links to other Web sites and lessons. • National Library of Virtual Manipulatives A collection of online manipulatives that can be used by teachers and students

Literature Connections

• One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss • Ten Little Rabbits by Virginia Grossman/Sylvia Long • Chicka, Chicka 1, 2, 3 by Bill Martin Jr.


https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_Math_K_Unit2FrameworkSE.pdf

http://katm.org/wp/wp-content/uploads/flipbooks/KFlipBookedited.pdf

http://nsdl.org/search/standards/D10003FB

http://www.illustrativemathematics.org/standards/k8

https://gradekcommoncoremath.wikispaces.hcpss.org/Kindergarten+Sequence+Overview

https://www.georgiastandards.org/Common-Core/Pages/Math-K-5.aspx

http://nlvm.usu.edu/en/nav/grade_g_1.html



Big Idea 2, Quarter 1: Students will compose and describe basic shapes and show their relative positions.

Essential Question(s): How do you build new shapes from circles, squares, and other shapes? What are the different ways to describe the positions of shapes?

Standards: K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such

as above, below, beside, in front of, behind, and next to. K.G.2 Correctly name shapes regardless of their orientations or overall size. (Basic Shapes) K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Mathematical Practices:









Elements of the Standards(s) – What’s the meaning? The Big Idea is focused on having students locate and identify shapes in their environment and develop spatial sense by connecting geometric shapes to student’s everyday life. An important part of this standard is for students to have multiple experiences with putting shapes together to make bigger shapes so they begin to use the names of the shapes. This begins by building the simple shapes. For example, a student may look at the tile pattern arrangement on the hall floor and say, “Look! I see squares! They are next to the triangle.” At first, students may use informal names e.g., “balls,” “boxes,” “cans.” Eventually, students refine their informal language by learning mathematical concepts and vocabulary and identify, compare, and sort shapes based on geometric attributes. Through numerous experiences exploring and discussing shapes, students begin to understand that certain attributes define what a shape is called (number of sides, number of angles, etc.) and that other attributes do not (color, size, orientation). As you facilitate discussions about shapes (“Is it still a triangle if I turn it like this?”), children question what they “see” and begin to focus on the geometric attributes. Kindergarten students typically do not yet recognize triangles that are turned upside down as triangles, since they don’t “look like” triangles. Students need ample experiences manipulating shapes and looking at shapes with various typical and atypical orientations. Through these experiences, students will begin to move beyond what a shape “looks like” to identifying particular geometric attributes that define a shape.




Key Vocabulary same, different, shapes, squares, circles, triangle, rectangle, sphere, cone, cube, sphere, hexagon

Links to Prior Learning Students in Kindergarten typically recognize figures by appearance alone, often comparing them to a known example of a shape such as a triangle.

Links to Future Learning Students will eventually progress their learning to making decisions of identification and description of shapes based on reasoning and not perception alone (1.G.1).

Instructional Strategies (EL, SIOP, SPED, Marzano) Place an object next to, behind, above, below, beside, or in front of another object and ask positional questions. Where is the water bottle? (water bottle is placed behind a book) Students say, “The water bottle is behind the book.” Students apply their understanding of geometric attributes of shapes in order to create given shapes. Students may roll a clump of modeling clay into a sphere or use their finger to draw a triangle in the sand table, recalling various attributes in order to create that particular shape. Students will need ample experiences exploring various forms of the shapes (e.g., size, big, small, types: triangles, squares, rectangles, orientation: rotate slightly to the left, “upside down”) and using geometric vocabulary to describe the different shapes. (Marzano: Compare and Contrast) Throughout the year, students move from informal language to describe what shapes look like (e.g., “That looks like an ice cream cone!”) to a more formal mathematical language (e.g., “That is a triangle. All of its sides are the same length.”).

Mathematical Practices Look for and express regularity in repeated reasoning. Notice when students begin to recognize repetitive actions in geometry. For example, a Kindergarten student may notice that as the number of sides increase on a shape, a new shape is created (a triangle has 3 sides, a rectangle has 4 sides, progressing to a pentagon has 5 sides). Use appropriate tools strategically. Through multiple opportunities to examine shapes, students explore mathematical concepts.

Resources & Links to Technology • Kinesthetic manipulatives such as clay, sticks, and balls to represent shapes • Colored pattern blocks of different shapes and sizes




• Geoboard with rubber bands to model and create various shapes • Georgia Unit 1 on Shapes • Lessons on Drawing Shapes • Using Shapes to Draw a Fish Video • Using Shapes to Draw Farm Animals



http://www.mensaforkids.org/lessons/shapes/mfklessons-shapes-all.pdf

http://www.youtube.com/watch?v=o2XuOE7Ejxg

http://www.youtube.com/watch?v=lytlavkb_KQ



Big Idea 1, Quarter 2: Students will count, represent quantities, and sort numbers and objects in various arrangements. (line and rectangle)

Essential Question(s): Why is it important to count to 100 by ones and tens? What is the relationship between counting and showing “how many”? How is counting to tell “how many” in a line and in a rectangle the same or different?

Standards: K.CC.1 Count to 100 by ones and by tens. K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no

objects). K.CC.4a Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say

the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

K.CC.4b Understand the relationship between numbers and quantities; connect counting to cardinality. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.











Elements of the Standard(s) – What’s the meaning? Students begin a rote forward counting sequence from a number other than 1. Thus, given the number 4, the student would count, “4, 5, 6, 7 . . .” This objective does not require recognition of numerals. It is focused on the rote number sequence 0–100. Students write the numerals 0–20 and use the written numerals 0–20 to represent the amount within a set. If the student has counted 9 objects, then




the written numeral “9” is recorded. Students can record the quantity of a set by selecting a number card/tile (numeral recognition) or writing the numeral. Students can also create a set of objects based on the numeral presented. For example, if a student picks up the number card “13,” the student then creates a pile of 13 counters. While children may experiment with writing numbers beyond 20, this standard places emphasis on numbers 0–20. Due to varied development of fine motor and visual development, reversal of numerals is anticipated. While reversals should be pointed out to students and correct formation modeled in instruction, the emphasis of this standard is on the use of numerals to represent quantities rather than the correct handwriting formation of the actual numeral itself. Students answer the question “How many are there?” by counting objects in a set and understanding that the last number stated when counting a set (. . . 8, 9, 10) represents the total amount of objects: Example: “There are 10 bears in this pile.” (cardinality). Since an important goal for children is to count with meaning, it is important to have children answer the question, “How many do you have?” after they count. Often times, children who have not developed cardinality will count the amount again, not realizing that the 10 they stated means 10 objects in all. Young children believe what they see. Therefore, they may believe that a pile of cubes that they counted may be more if spread apart in a line. As children move toward the developmental milestone of conservation of number, they develop the understanding that the number of objects does not change when the objects are moved, rearranged, or hidden. Children need many different experiences with counting objects, as well as maturation, before they can reach this developmental milestone. In order to answer “how many?” students need to keep track of objects when counting. Keeping track is a method of counting that is used to count each item once and only once when determining how many. After numerous experiences with counting objects, along with the developmental understanding that a group of objects counted multiple times will remain the same amount, students recognize the need for keeping track in order to accurately determine “how many.” Depending on the amount of objects to be counted, and students’ confidence with counting a set of objects, students may move the objects as they count each, point to each object as counted, look without touching when counting, or use a combination of these strategies. It is important that children develop a strategy that makes sense to them based on the realization that keeping track is important in order to get an accurate count, as opposed to following a rule, such as “Line them all up before you count,” in order to get the right answer.




As children learn to count accurately, they may count a set correctly one time but not another. Other times they may be able to keep track up to a certain amount, but then lose track from then on. Some arrangements, such as a line or rectangular array, are easier for them to get the correct answer but may limit their flexibility with developing meaningful tracking strategies, so providing multiple arrangements help children learn how to keep track. Since scattered arrangements are the most challenging for students, this standard specifies that students only count up to 10 objects in a scattered arrangement and count up to 20 objects in a line, rectangular array, or circle. Key Vocabulary number words (zero-one hundred)

Links to Prior Learning Rote counting to 100

Links to Future Learning The ability to see a set of objects is an important step toward being able to see smaller groups of objects within a total collection, which is necessary to decompose a number.

Instructional Strategies (EL, SIOP, SPED, Marzano) Students will be given multiple opportunities to count objects and recognize that a number represents a specific quantity. Once this is established, students begin to read and write numerals (numerals are the symbols for the quantities). The emphasis will be first on quantity and then connecting quantities to the written symbols. Example of a unit sequence might include:

1. Counting up to 20 objects in many settings and situations over several weeks 2. Beginning to recognize, identify, and read the written numerals, and match the

numerals to given sets of objects 3. Writing the numerals to represent counted objects

Help students develop counting strategies to assist them in organizing the counting process to avoid recounting or skipping objects. Examples:

• If items are placed in a circle, the student may mark or identify the starting object.

Mathematical Practices Make sense of problems and persevere in solving them: While exploring, students can see the relationships between various representations of objects to count and sort. Ask: “How might you show ___ as a number?” (MP 1). Reason abstractly and quantitatively: Kindergarten students begin to use numerals to represent specific amounts (quantity sets) (MP 2).




• If items are in a scattered configuration, the student may move the objects into an organized pattern.

• Some students may choose to use grouping strategies such as placing objects in twos, fives, or tens (Note: this is not a Kindergarten expectation).

• Counting up to 20 objects should be reinforced when collecting data to create charts and graphs.

• Incorporate counting in classroom activities (e.g., have students “line up and count” as they enter/leave the classroom).

• Use dot cards, dice, and dominoes to provide models of number pattern relationships (sets) and recognition of small amounts of grouping.

Counting to show and answer the question, “How many?” Ask this question several times to be sure students have the concept of cardinality as well as number conservation. Incorporate Number Talk Routines into your classroom so that students are mentally thinking about numbers and playing with various ways to model and represent different values. Combine numbers with sorting activities. Have students sort materials by color, by size, by various categories. Each time they sort, have students count and describe with a numeral the number of items in each set. Incorporate games into the classroom that have students count on game boards. This incorporates one-to-one correspondence as students move along the game board. They must count in the proper sequence. Finally, they must recognize from the dice or a spinner how many spaces to move. Resources & Links to Technology

• Games that require students to add on to previous count to reach a goal number encourage developing cardinality (e.g., Candyland). • Counting and Cardinality • The Teaching Channel Video: Counting Objects


http://www.mathperspectives.com/num_talks.html

https://www.teachingchannel.org/videos/pre-k-math-lesson?fd=1

https://www.teachingchannel.org/videos/counting-objects-and-ordering-numbers



• Number Talks • Number Talk Routines • Counting Objects • Fuel the Brain Links for Counting Objects


• How Many Snails? by Paul Giganti Jr. • How Many, How Many, How Many? by Rick Walton • Mouse Count by Ellen Stoll Walsh

Big Idea 2, Quarter 2: Students will add using objects, fingers, drawings, sounds, and acting out.

Essential Question(s): How do we add? Why do we add?


verbal explanations, expressions, or equations. Mathematical Practices:









What are the elements of the Standard(s) – What’s the meaning? In this Big Idea, the focus is on addition. However, the standard is about students demonstrating the understanding of how objects can be joined (addition) and separated (subtraction) by representing addition and subtraction situations in various ways. This objective is focused on understanding the concept of addition and subtraction, rather than reading and solving addition and subtraction number sentences (equations). Using addition and subtraction in a word problem context allows students to develop their understanding of what it means to add and subtract.


http://www.cobbk12.org/bullard/NumberTalksK-2.pdf

http://www.mathperspectives.com/num_talks.html

http://www.sheppardsoftware.com/mathgames/earlymath/BalloonCount20.htm

http://www.fuelthebrain.com/Guides/view.php?ID=319



At this point in the year, it is important for students to work with problems about combining groups of up to 5 items in various ways. Using literature and real-world experiences provide many wonderful contexts for building the meaning of addition and subtraction. It is important for students to connect the words add, join, together, put together, in addition to, and combine as words for addition. Kindergarteners require numerous experiences using joining (addition) and separating (subtraction) vocabulary in order to attach meaning to the various symbols. When students use drawing to represent addition or subtraction, they need not show details but will need to show the mathematics in the problem. Key Vocabulary addition terminology: add, join, put together, plus, combine, total, compare, equal, less, more

Links to Prior Learning Students have learned the individual quantities they are adding and subtracting and know how to write the numerals or recognize the quantity.

Links to Future Learning Students will need to understand the relationships between numbers as they find and make strategies for joining and separating quantities.

Instructional Strategies (EL, SIOP, SPED, Marzano) Students should be encouraged to create drawings or pictorial representations of the problems or situation. Students can use objects, fingers, mental images, drawing, sounds, acting out situations, and verbal explanations in order to develop the concepts of addition and subtraction. Then, they will be introduced to writing expressions and equations using appropriate terminology and symbols, which include +, –, and =.

• Addition Example: I have 4 grapes on the plate. I then put 3 more grapes on the plate. Point to the grapes on the plate and tell me how many are there now.

• Addition Example: I have a box of crayons. Draw 2 red ones. Now draw 4 blue ones.

How many crayons do I have now?

Mathematical Practices Make sense of problems and persevere in solving them: Use thoughtful questioning and provide opportunities for students to share thinking. This will help Kindergarten students to begin to reason as they become more conscious of what they know and how they solve problems (MP 1). Model with mathematics: Mathematically proficient students in Kindergarten begin to experiment in real-life situations in multiple ways such as with numbers, words (vocabulary) drawings, objects, acting out, charts, lists, and number sentences (MP 4). Use appropriate tools strategically: Students may decide to act out problems using counters and a story




Have students decompose numbers less than or equal to 5 during a variety of experiences to promote their fluency with sums and differences less than or equal to 5 that result from using the numbers 0 to 5. Examples:

• Ask students to use different models to decompose 5 and record their work with drawings or equations. Next, have students decompose 6, 7, 8, 9, and 10 in a similar fashion. As students begin to understand the role and meaning of arithmetic operations in number systems, they will gain computational fluency, and using efficient and accurate methods for computing.

• Ask students to build a tower of 5 using 2 green and 3 blue linking cubes while you discuss composing and decomposing 5. Have them identify and compare other ways to make a tower of 5. Repeat the activity for towers of 7 and 9. Help students use counting as they explore ways to compose 7 and 9.

mat, draw a picture, or use a handful of objects as tools to express solving an addition problem or task (MP 5).

Resources & Links to Technology • Linking cubes • Ten frames and chips • Hundreds chart • Using a Rekenrek • Activities for Rekenreks • Visually Understanding 10 Video

Literature Connection


http://bridges1.mathlearningcenter.org/media/Rekenrek_0308.pdf

http://www.k-5mathteachingresources.com/Rekenrek.html

http://www.youtube.com/watch?v=R4m6soJDVq8



• Domino Addition by Lynette Long • The Crayon Counting Book by Pam Munoz Ryan and Jerry Pallotta • My Little Sister Ate One Hare by Bill Grossman

Big Idea 3, Quarter 2: Students will compose and describe solid figures and be able to describe its relative position.

Essential Question(s): How do we build two-dimensional and three-dimensional shapes using shapes? What are the different ways to describe the position of a shape within objects in the environment?

Standards: K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as

above, below, beside, in front of, behind, and next to. K.G.2 Correctly name shapes regardless of their orientations or overall size.










Elements of the Standard(s) – What’s the meaning? It is important for students to visually identify these shapes in their environment. Include nature, buildings, and the classroom using positional words to identify and describe shapes. Students also use positional words to describe objects in the environment, developing their spatial reasoning competencies. Kindergarten students need numerous experiences identifying the location and position of actual two-and-three-dimensional objects in their classroom and school prior to describing location and position of two-and-three-dimension representations on paper. Students’ identification of shapes is based on known examples in their environment. Students at this level do not yet recognize triangles that are turned upside down as triangles, since they do not look like triangles. Students should be exposed to many types of triangles in many different orientations in order to eliminate the misconception that a triangle is always right-side-up and equilateral. Students can also be exposed to many shapes in many




different sizes. As you facilitate discussions about shapes (“Is it still a triangle if I turn it like this?”), children question what they “see” and begin to focus on the geometric attributes. Key Vocabulary flat, solid, angle, corner, side, edge, face, above, below, beside, in front of, behind, next to

Links to Prior Learning Quarter 1, Big Idea 2–Students compose and describe basic shapes and show their relative positions (K.G.1/K.G.2).

Links to Future Learning Grade 1: Reason with shapes and their attributes

Instructional Strategies (EL, SIOP, SPED, Marzano) As you work with students, do these types of tasks:

• Place an object next to, behind, above, below, beside, or in front of another object and ask positional questions. Where is the water bottle? (water bottle is placed behind a book) Students say: “The water bottle is behind the book.”

• Ask students to find rectangles in the classroom and describe the relative positions of the rectangles they see (e.g., This rectangle [a poster] is over the sphere [globe].).

• Hide shapes around the room. Have students say where they found the shape using positional words (e.g., I found a triangle UNDER the chair.).

• Have students create drawings involving shapes and positional words: Draw a window ON the door. Draw an apple UNDER a tree. Some students may be able to follow two- or three-step instructions to create their drawings.

Makes pairs of paper shapes that are different sizes. Each student is given one shape, and the objective is to find the partner who has the same shape. Students may say a cube is a square or that a sphere is a circle. Work with students to help them understand that a two-dimensional shape is a part of the object, but it has a different name. Have students use squares to build a cube. You can do this with toothpicks and marshmallows or gummy bears. Another valuable activity is the tactile-kinesthetic exploration of shapes—feeling shapes hidden

Mathematical Practices Look for and make use of structure: Develop spatial sense by connecting geometric shapes to students’ everyday lives. Initiate natural conversations about shapes in the environment. Have students identify and name two- and three-dimensional shapes in and outside of the classroom and describe their relative position (MP 7).




in a box. Kindergartners can name the shape they are feeling rather than just match shapes. After this, they can extend the activity further as they describe the shape without using its name, so that their friends can name the shape. In this way, children learn the properties of the shape, moving from intuitive to explicit, verbalized knowledge. All these variations can be repeated with less familiar shapes. Resources & Links to Technology

• Using Pictures to Teach Positional Words • Positional Words Video • CCSS Math Progressions Each domain is designed as a progression of learning. The document looks at how students are expected to progress in

their learning of each specific topic. Literature Connection

• Over in the Meadow by Olive A. Wadsworth • The Button Box by Margarette S. Reid

Big Idea 4, Quarter 2: Students will identify and analyze the criteria that must exist for two-dimensional and three-dimensional solid figures by using informal language.

Essential Question(s): How can we use informal language to identify and describe two-dimensional and three-dimensional shapes?


http://www.kindergartenkindergarten.com/2010/07/math-warmup-position-words.html

http://www.youtube.com/watch?v=Mv2SmM7XjPc

http://ime.math.arizona.edu/progressions/



Standards: K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their

similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. K.G.6 Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a

rectangle?” Mathematical Practices:









Elements of the Standard(s) – What’s the meaning? Students are asked to identify two-dimensional (flat objects) and three-dimensional (solid objects). This standard can be done by having students sort two-dimensional and three-dimensional objects, or by having students describe the appearance or thickness of shapes. It is important for students to have time not only to recognize shapes but to create shapes. Through the process of creating the shapes, students gain a foundation for the attributes that make up each shape. Kindergartners will eventually need to think of these shapes as two-dimensional or flat and typical three-dimensional shapes as solid. Students will identify two-dimensional shapes that form surfaces on three-dimensional objects. The focus of instruction is on students visually differentiating two and three dimensions, not on the words two-dimensional and three-dimensional. A final type of relationship between shapes that is very important is the difference between two-dimensional (flat) and three-dimensional shapes. Students should be able to differentiate between two-dimensional and three-dimensional shapes. Students name a picture of a shape as two-dimensional because it is flat and can be measured in only two ways (length and width). Students name an object as three-dimensional because it is not flat (it is a solid object/shape) and can be measured in three different ways (length, width, height/depth). Faces of three-dimensional shapes can be identified as specific two-dimensional shapes.




Key Vocabulary flat, solid, plane, parts, length, width, height depth

Links to Prior Learning Quarter 1, Big Idea 2/Quarter 2, Big Idea 3–Describing shapes and space

Links to Future Learning Grade 1: Reason with shapes and their attributes

Instructional Strategies (EL, SIOP, SPED, Marzano) Have students name a picture of a shape as two-dimensional because it is flat and can be measured in only two ways (length and width). Have students name an object as three-dimensional because it is not flat (it is a solid object/shape) and can be measured in three different ways (length, width, height/depth). Show that the faces of three-dimensional shapes can be identified as specific two-dimensional shapes. Students can use pattern blocks, tiles, or paper shapes and technology to make new two- and three-dimensional shapes. Their investigations allow them to determine what kinds of shapes they can join to create new shapes. Have students answer questions such as: “What shapes can you use to make a square, rectangle, circle, and triangle?” (Marzano: Compare/Contrast) This is an opportunity to use blocks from a play center to create shapes composed of a series of blocks. Laying several rectangular prisms can make other identifiable shapes. Use pipe cleaners for students to create specific shapes. You can also use flexible straws or toothpicks and gummy bears for the corners (vertices). Bring in a variety of spheres (tennis ball, basketball, globe, Ping-Pong ball, etc.) to demonstrate that size doesn’t change the name of a shape. Do the same with other two-dimensional shapes and three-dimensional shapes.

Mathematical Practices Model with mathematics: Students begin to use informal language to describe shapes by using mathematical terms such as length, width, etc. (MP 4). Use appropriate tools strategically: By connecting two- and three-dimensional shapes using blocks, cubes, etc., students become able to decide which tools are helpful for the task/problem (MP 5). Attend to precision: Kindergarten students begin to use descriptive words (solid, flat) and become more precise in their measurements (MP 6).




Students may use a document camera to display shapes they have composed from other shapes. They may also use an interactive whiteboard to copy shapes and compose new shapes. They should describe and name the new shape. Resources & Links to Technology

• Matching Shapes • Shapes Unit by Elementary Mathematics.org


http://www.jayzeebear.com/build/shape/index.html

https://elementarymathematics.org/Kindergarten_Unit_5.php



Big Idea 1, Quarter 3: Students will be able to identify how many objects are in a set and if one set has greater than, less than, or the same amount as another set. They will be able to compare using two numbers written as numerals.

Essential Question(s): How would you show if one group of objects is greater than, equal to, or less than another group? How do we determine how many objects are in a set regardless of how it is arranged? How does the arrangement help determine how many objects are in a set?

Standards: K.CC.4C Understand the relationship between numbers and quantities; connect counting to cardinality. c. Understand that each successive

number name refers to a quantity that is one larger. K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as

many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group,

e.g., by using matching and counting strategies. K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Mathematical Practices:









Elements of the Standards (s) – What’s the meaning? In this Big Idea, students are learning how to compare sets of objects. It is important that students understand meaning of quantities in order to compare them. That means they must have number meaning. This included the ability to write, count, and identify the quantities. It is important to go back to read about the standards in this Big Idea as it was presented in Big Idea 1 in Quarter 2. Students are building number meaning for the values 1–10. The goal is for all students to progress to 10 by the end of Kindergarten. Students use their counting ability to compare sets of objects (0–10). They may use matching strategies, counting strategies, or equal shares to determine whether one group is greater than, less than, or equal to the number of objects in another group. Matching Strategy: Line up the squares and the triangles. Since there is one extra triangle, there are more triangles than squares.

∆∆∆∆




∎∎∎ Counting Strategy: Count the squares. There are 3. Count the triangles. There are 4. Since 4 is bigger than 3, there are more triangles than squares. This method is more sophisticated as it requires students to understand that the next number you say in the counting sequence is greater in value since it is “one more” than the previous number. Equal Shares: Put the square and triangles into a set. Take out a square and a triangle at the same time. Do this until you cannot take out one of each shape at the same time. The shape that remains is greater in its quantity. In this example, you can take out a square and a triangle 3 times. A triangle remains. That means that there are more triangles than squares. Students will need to apply their understanding of numerals 1–10 to compare one from another. Thus, looking at the numerals 8 and 10, a student must be able to recognize that the numeral 10 represents a larger quantity than the numeral 8. Students should begin this standard by having ample experiences with sets of objects (K.CC.3 and K.CC.6) before completing this standard with just numerals. Key Vocabulary greater, more, less, fewer, same, amount, match

Links to Prior Learning Students have been working with more or less as they count forward and backward. Now this is being formalized.

Links to Future Learning First-grade students read, write, count, and understand whole numbers 0–50 and learn the place values of tens and ones.

Instructional Strategies (EL, SIOP, SPED, Marzano) Have students demonstrate their understanding of the meaning of numbers by justifying why their answer represents a quantity just counted. This justification could merely be the expression that the number said is the total because it was just counted, or a proof by demonstrating a one-to-one match, by counting again or other similar means (concretely or pictorially) that makes sense. An ultimate level of understanding is reached when students can compare two numbers from 1 to 10 represented as written numerals without counting. Have students explain their reasoning when they determine whether a number is greater than, less than, or equal to another number. Ask probing questions such as “How do you know?” to elicit their thinking. For students, these

Mathematical Practices Reason abstractly and quantitatively: Kindergarten students begin to use numerals to represent specific amounts (quantity) (MP 2). Look for and make use of structure: Kindergarten students begin to look for patterns and structures in number systems such as greater than, less than, equal to (MP 7). Attend to precision: Students use precise reasoning in their strategies to compare quantities in sets or




comparisons increase in difficulty, from greater than to less than to equal. It is easier for students to identify differences than to find similarities. Use representations for students to compare sets. Connect to the representations of numbers by using dominoes or dot cards or ten frames using colored chips. This will allow students to see, for example, that there are already 6 in 7, so 7 is greater than 6. Other Strategies:

• Matching: Students use one-to-one correspondence, repeatedly matching one object from one set with one object from the other set to determine which set has more objects.

• Counting: Students count the objects in each set, and then identify which set has more, less, or an equal number of objects.

• Observation: Students may use observation to compare two quantities (e.g., by looking at two sets of objects, they may be able to tell which set has more or less without counting).

• Observations in comparing two quantities can be accomplished through daily routines of collecting and organizing data in displays. Students create object graphs and pictographs using data relevant to their lives (e.g., favorite ice cream, eye color, pets, etc.). Graphs may be constructed by groups of students as well as by individual students.

• Benchmark Numbers: This would be the appropriate time to introduce the use of 0, 5, and 10 as benchmark numbers to help students further develop their sense of quantity as well as their ability to compare numbers. Students state whether the number of objects in a set is more, less, or equal to a set that has 0, 5, or 10 objects.

numbers (i.e. matching, counting, etc.) (MP 6).

Resources & Links to Technology • Number counting • Matching games • Georgia Unit 3: Comparing Numbers





• Using Ten Frames Illuminations Activity Literature Connection

• Ten Little Rabbits by Virginia Grossman and Sylvia Long • My Little Sister Ate One Hare by Bill Grossman

Big Idea 2, Quarter 3: Students will compare the criteria that must exist for two-dimensional and three-dimensional solid figures by using informal language.

Essential Question(s): What is the same and what is different about two-dimensional shapes and three-dimensional shapes? What is the relationship between two-dimensional and three-dimensional solid figures?

Standards: K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to

describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).










Elements of the Standard(s) – What’s the meaning? Students will continue to differentiate between two-dimensional and three-dimensional shapes. Refer to Big Idea 4 in Quarter 2 for additional information for this standard. The abilities involved in composing and decomposing shapes are important for many reasons. These geometric competencies are at the foundation of geometry, but also arithmetic (e.g., composing and decomposing numbers and arrays in multiplication), measurement, and higher order geometric work. Creating and then iterating units and higher-order units in the context of construction patterns, measuring, and computing, are bases for


http://illuminations.nctm.org/Activity.aspx?id=3565



mathematical understanding and analysis. Kindergartners can develop the ability to intentionally and systematically combine shapes to make new shapes and complete puzzles. They do so with increasing anticipation, on the basis of the shapes’ attributes, and thus, children develop imagery of the component shapes. They move from using shapes separately to putting them together to make pictures. A significant advance is that they can combine shapes with different properties, extending the pattern block shapes (whose angles are multiples of 30 degrees) common at early levels to such shapes as tangrams (with angles that are multiples of 45 degrees), and with sets of various shapes that include angles that are multiples of 15 degrees, as well as sections of circles. Combining these shape sets should be done after children have worked with the pattern-block shapes separately from the square/rectangle/right triangle shapes based on 90 degrees and 45 degrees because many compositions are possible when the angles are consistent. Key Vocabulary corners, vertices, edges

Links to Prior Learning Big Idea 2, Quarter 1/Big Idea 4, Quarter 2–Students have described basic shapes and have shown their relative positions.

Links to Future Learning Reason with shapes and their attributes in Grade 1

Instructional Strategies (EL, SIOP, SPED, Marzano) It is important to allow students to explore and build geometric understanding themselves. One important step to take is to switch from making assertions and generalizations to framing ideas as questions. Rather than saying, “Every time you put two triangles together, you get a square,” ask the following:

• How many different ways can you put these two triangles together to make a new shape?

• What shapes will you get? This allows children to see that even with two right triangles made from a square, they can put these together to make a triangle or a parallelogram. Have students compare different shapes such as a triangle and a square. Have students describe observations of shapes when building in a block center.

Mathematical Practices Model with mathematics: Students make connections to real-world objects by creating shapes using straws and other objects to represent real-life objects (MP 4). Look for and make use of structure: As students will begin to notice the difference in two and three dimensional shapes and their relationships, they look for the overall structure and patterns in mathematics (MP 7).




Use shapes collected from students to begin the investigation into basic properties and characteristics of two- and three-dimensional shapes. Have students analyze and compare each shape with other objects in the classroom and describe the similarities and differences between the shapes. (Marzano: Identifying Similarities and Differences) Ask students to describe the shapes while you record key descriptive words in common student language. Students may use the word flat to describe two-dimensional shapes and the word solid to describe three-dimensional shapes. Use the sides, faces, and vertices of shapes to practice counting and reinforce the concept of one to-one correspondence.

• With students, orally describe and name shapes found on a Shape Hunt. • Students draw a shape and build it using materials regularly kept in the classroom such

as construction paper, clay, wooden sticks, or straws. • Students can use a variety of manipulatives and real-world objects to build larger

shapes with these and other smaller shapes: squares, circles, triangles, rectangles, hexagons, cubes, cones.

Resources & Links to Technology See resources in Quarter 2.

Big Idea 3, Quarter 3: Students will add numerals fluently and solve word problems using various strategies.

Essential Question(s): What are different ways to add numbers? How can addition word problems be solved? What are number combinations that make ten?

Standards: K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal

explanations, expressions, or equations. K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the

problem.




K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

K.OA.5 Fluently add and subtract within 5. Mathematical Practices:









Elements of the Standard(s) – What’s the meaning? During this Big Idea, students are again focusing on the concept of addition. It is expected that students understand addition as putting together and adding to. Students will model simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5. While it is important for students to see equations being written, it is not the expectation that they write equations. This will be formalized in 1st grade. Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away. Using a word problem context allows students to develop their understanding about what it means to add and subtract. (Addition is putting together and adding to. Subtraction is taking apart and taking from). Kindergarteners develop the concept of addition/subtraction by modeling the actions in word problems using objects, fingers, mental images, drawings, sounds, acting out situations, and/or verbal explanations. Students may use different representations based on their experiences, preferences, etc. They may connect their conceptual representations of the situation using symbols, expressions, and/or equations. Students should experience the following addition and subtraction problem types. Problem Types Students should be exposed to a variety of problem types as this is one of the ways they build fluency with the number to 5. There are three types of problems that students should solve using a variety of strategies such as objects, drawings, acting out scenarios, images, and verbal explanations. Result Unknown: This is a problem whose question is about the end result. For addition, it is asking about the sum. For example, Sam has 3 apples in a bag. His mother puts 2 more apples in the bag. How many apples are in the bag? This is the very traditional format that story problems follow and is the




simplest for students to model and solve. Change Unknown: This is a problem where a set is changed and this change is the unknown amount. For example, Sam has 3 apples in a bag. His mother puts in some more apples in the bag. He now has 5 apples in the bag. How many apples did Sam’s mom put in the bag? You know the end result, but an addend is missing. Students need to solve these types of problems and model them as it builds fluency in facts and helps them understand the part-to-part-to-whole relationship. Start Unknown: The last problem type is when the question is about the starting amount. For example, Sam has some apples in his bag. His mother adds two more apples to his bag. When he counts, there are a total of 5 apples in the bag. How many apples did Sam start with in his bag? This problem type is much more difficult for students to solve. However, that doesn’t mean that students shouldn’t have opportunities to solve problems of this type. As you have students work with problems of this type, use small values that they are most familiar with. If they understand how numbers compose and decompose, they will use this knowledge to help them model and solve a start unknown problem. Key Vocabulary addend, sum, add, join, in addition to

Links to Prior Learning Students have already worked with comparing values and recognizing quantities and writing numerals.

Links to Future Learning In Grade 1, students will continue to build meaning of addition and subtraction with the expectation of building fluency of facts to 20.

Instructional Strategies (EL, SIOP, SPED, Marzano) Different models, such as ten frames, cubes, two-color counters, etc., assist students in visualizing these number pairs for ten. Students place three objects on a ten frame and then determine how many more are needed to make a ten. Students may use electronic versions of ten frames to develop this skill.

The student snaps ten cubes together to make a “train.” The student breaks the “train” into two parts. He or she counts how many are in each part and records the associated equation (10 = ___ + ___).

Mathematical Practices Make sense of problems and persevere in solving them: Kindergarten students begin to develop effective dispositions toward problem solving and look for different ways to solve a problem. They begin to reason as they become more conscious of what they know and how to solve those problems as they move toward attaining fluency (MP 1). Reason abstractly and quantitatively: Kindergarten students begin to manipulate objects, use diagrams or charts, etc. to express quantitative ideas such as a joining situation (Mary has 3 bears. Juanita gave her 1 more bear. How many bears does Mary have all




The student breaks the train into two parts. He or she counts how many are in one part and determines how many are in the other part without directly counting that part. Then he or she records the associated equation (if the counted part has 4 cubes, the equation would be 10 = 4 + ___). The student covers up part of the train, without counting the covered part. He or she counts the cubes that are showing and determines how many are covered up. Then he or she records the associated equation (if the counted part has 7 cubes, the equation would be 10 = 7 + ___). Strategies students may use to attain fluency include:

• Counting on (e.g., for 3 + 2, students will state “3” and then count on two more, “4, 5,” and state the solution is “5”)

• Counting back (e.g., for 4 – 3, students will state “4” and then count back three, “3, 2, 1” and state the solution is “1”)

• Counting up to subtract (e.g., for 5 – 3, students will say “3” and then count up until they get to 5, keeping track of how many they counted up, stating that the solution is “2”)

• Using doubles (e.g., for 2 + 3, students may say, “I know that 2 + 2 is 4, and 1 more is 5.”)

• Using commutative property (e.g., students may say, “I know that 2 + 1 = 3, so 1 + 2 = 3.”)

• Using fact families (e.g., students may say, “I know that 2 + 3 = 5, so 5 – 3 = 2.”) Students may use electronic versions of five frames to develop fluency of these facts.

together?) (MP 2)

Resources & Links to Technology • Georgia Unit 5: Addition and Subtraction • The Teaching Channel - Visualizing Number Combinations Video • Using Ten Frames Illuminations Activity



https://www.teachingchannel.org/videos/visualizing-number-combinations

http://illuminations.nctm.org/Activity.aspx?id=3565



Literature Connection • Little Number Stories: Subtraction by Rozanne Lanczak Williams

Big Idea 4, Quarter 3: Students will learn how to use numbers to describe a measureable attribute of an object, such as length or weight.

Essential Question(s): What are the different attributes of objects that can be measured? Why would you want to use numbers to describe an attribute?

Standards: K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and

describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Mathematical Practices:









Elements of the Standards(s) – What’s the meaning? This Big Idea is about measurements. Students will describe measurable attributes of objects, such as length and weight versus non-measurable attributes. It is critical for students to be able to identify and describe measurable attributes of objects. An object has different attributes that can be measured, like the height and weight of a can of food. Students will need many opportunities to compare directly where the attribute becomes the focus. Students describe measurable attributes of objects, such as length, weight, size, and color. For example, students can describe a shoe with one attribute, “Look! My shoe is blue too!” or more than one attribute, “This shoe is heavy! It’s also really long.” Measurable attributes include that it is heavy or long. Students will state comparisons of objects verbally and then focus on specific attributes when making verbal comparisons. They may identify measurable attributes such as length, width, height, and weight. For example, when describing a soda can, a student may talk about how tall, how wide, how heavy, or how much liquid can fit inside. These are all measurable attributes. In order to describe attributes such as length and weight, students will need many opportunities to informally explore these attributes.




Help students learn to discriminate and name these measurable attributes. As they discuss these situations and compare objects using different attributes, they learn to distinguish, label, and describe several measurable attributes of a single object. Thus, listen for and extend conversations about things that are “big” or “small,” as well as “long,” “tall,” or “high,” and name, discuss, and demonstrate with gestures the attribute being discussed. Direct comparisons are made when objects are put next to each other, such as two children, two books, two pencils. For example, a student may line up

two blocks and say, “The black block is a lot longer than the white one.” Students are not comparing objects that cannot be moved and lined up next to each other. Non-measurable attributes include: words on the object, colors, pictures, etc. This standard focuses on using descriptive words and does not mean that students must sort objects based on attributes. (Sorting appears later.) Kindergarten students need ample experiences with comparing objects in order to discover the importance of lining up the ends of objects in order to have an accurate measurement. Key Vocabulary length, weight, more of, less of, height, taller, shorter, longer, volume

Links to Prior Learning Students have sorted objects by common attributes, and now they will look at attributes that are measurable.

Links to Future Learning Students will measure lengths indirectly and by iterating length units in Grade 1.

Instructional Strategies (EL, SIOP, SPED, Marzano) When comparing the volume of two different boxes, ask students to discuss and justify their answers to these questions: Which box will hold the most? Which box will hold least? Will they hold the same amount? “How could you find out?” Students can decide to fill one box with dried beans, then pour the beans into the other box to determine which one holds the most or which one holds the least.

Mathematical Practices Make sense and persevere in solving problems: Children will develop the ability to focus attention to the task, test hypotheses, and persevere with strategies to solve those problems (MP 1). Construct viable arguments and critique the reasoning of others: Students will describe an attribute (i.e., arm




Have students compare various materials that can be compared directly such as cubes, books, toys, pencils, shoes, etc. Each time they are comparing lengths, be sure you use vocabulary associated to lengths. Have students work in pairs to compare their arm spans. As they stand back-to-back with outstretched arms, compare the lengths of their spans, and then determine who has the shortest arm span. Ask students to explain their reasoning. Then ask students to suggest other measurable attributes of their bodies that they could directly compare, such as their height or the length of their feet. (Marzano: Identifying Similarities and Differences)

span) as longer/shorter and express opinions and begin to consider questions such as “Are you sure . . .?” (MP 3)

Resources & Links to Technology • Interactive Game to Compare Lengths Using Descriptive Words • Comparing Games • Lessons for Comparing Lengths • Game for Measuring Objects by Matching Lengths

Big Idea 5, Quarter 3: Students will compose numbers 11–19 using objects or drawings and use drawings, numbers, and equations to record each composition.

Essential Question(s): What are different ways to show the composition of numbers 11–19?

Standards: K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and

record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Mathematical Practices: 1. Make sense of problems and

2. Reason abstractly and

3. Construct viable arguments and




7. Look for and make use of

8. Look for and express regularity


http://pbskids.org/clifford/games/measuring_up.html

http://www.abc.net.au/countusin/games.htm

http://www.kindergartenkindergarten.com/2012/06/problem-solving-measurement.html

http://www.mhschool.com/math/2009/ca/assets/asset_view.html?s=ST_K_10B



persevere in solving them.

quantitatively. critique the reasoning of others.

structure. in repeated reasoning.

Elements of the Standard(s) – What’s the meaning? This Big Idea is all about moving beyond the value of 10. This is the foundation and beginning of place value.

It is important for students to move beyond the number 10 with representations, such as objects (manipulatives) or drawings. The spirit of this standard is that students separate out a set of 11–19 objects into a group of ten objects with leftovers. This ability is a precursor to later grades when they need to understand the complex concept that a group of 10 objects is also one ten (unitizing). Ample experiences with ten frames will help solidify this concept.

Important questions to ask students include knowing that the value (between 11 and 19) is made up of 10 and some more. It also includes that knowing 10 and some more is a number in the teens. Special attention needs to be paid to this set of numbers as it does not follow a consistent pattern in the verbal counting sequence. Eleven and twelve are special number words. “Teen” means one “ten” plus ones. The verbal counting sequence for teen numbers starting at “thirteen” doesn’t align to the way the digits are written. For example, “thirteen” is said by saying the “three” portion first and the “teen” or ten portion second. However, the digits are written as 13. This is the reverse for all the rest of the two-digit numbers. (Twenty-one is written 21 and we say “twenty” first and the “one” second). For this reason, it is important to break apart the teen values in many ways for students to build the concept that a number such as 14 (fourteen) is a ten and four more (10 + 4 = 14). In order for students to interpret the meaning of written teen numbers, they will need to be able to read the number as well as describe the quantity. For example, for 15, students read “fifteen” and state that it is one group of ten and five ones and record that as 15 = 10 + 5. Teaching the teen numbers as one group of ten and extra ones is foundational to understanding both the concept and the symbol that represents each teen number. For example, when focusing on the number “14,” students show understanding by counting out fourteen objects using one-to-one correspondence and then use those objects to make one group of ten ones and four additional ones. Students will begin to connect this representation




to the symbol “14” and then can eventually recognize the pattern that exists in the teen numbers; every teen number is written with a 1 (representing one ten) and ends with the digit that is first stated. Key Vocabulary number words (one, two . . . thirteen, fourteen, . . . nineteen)

Links to Prior Learning Students have been counting numbers and now are focusing on how the teen numbers are composed.

Links to Future Learning Kindergarteners need to understand the idea of a ten so they can develop the strategy of adding onto 10 to add within 20 in Grade 1.

Instructional Strategies (EL, SIOP, SPED, Marzano) Students will need to construct their own base-ten ideas about quantities and their symbols by connecting to counting by ones. They can use a variety of manipulatives to model and connect equivalent representations for the numbers 11 to 19. For instance, to represent 13, students can count by ones and show 13 beans. They can anchor to five and show one group of 5 beans and 8 beans or anchor to ten and show one group of 10 beans and 3 beans. Students need to eventually see a ten as different from 10 ones. Put students in pairs. Each pair of students will break apart a number by using a ten frame worksheet. Students will be able to identify that once they have filled a ten frame that it is a group of ten, and all others that are “left over” will be called ones. Students will represent the ten rods and ones in the appropriate box. After students are familiar with counting up to 19 objects by ones, have them explore different ways to group the objects that will make counting easier. Have them estimate before they count and group. Discuss their groupings and lead students to conclude that grouping by ten is desirable. 10 ones make 1 ten makes students wonder how something that means a lot of things can be one thing. Students need to first use groupable materials to represent numbers 11 and 19 because a group of ten, such as a bundle of 10 straws or a cup of 10 beans, makes more sense than a ten in pre-grouped materials. They need to see that there are 10 single objects represented on the item for ten in pre-grouped materials, such as the rod in base-ten blocks.

Mathematical Practices Reason abstractly and quantitatively: Kindergarten students will compose numbers 11–19 using objects/drawings etc. to represent a specific amount (quantity). For example, a student may write the numeral “11” to represent an amount of objects counted, select the correct number card, “17” to follow “16” on the calendar, or build a pile of counters depending on the number drawn (MP 2). Model with mathematics: Students can group items through counting, filling a ten frame, and eventually produce a number sentence to show a particular real-life problem (MP 4).




Students need to learn to attach words to materials and groups and understand what they represent. Eventually, they need to see the rod as a ten that they did not group themselves. Students should impose their base-ten concepts on a model made from groupable and pre-groupable materials. Students can transition from groupable to pre-groupable materials by leaving a group of ten intact to be reused as a pre-grouped item. When using pre-grouped materials, students should reflect on the ten-to-one relationships in the materials. After many experiences with pre-grouped materials, students can use dots and a stick (one tally mark) to record singles and a ten. Kindergartners should use proportional base-ten models, where a group often is physically 10 times larger than the model for one. Non-proportional models such as an abacus and money should not be used at this grade level. (Exception: penny can be used to for counting, grouping, etc. to represent one; the nickel can be used when working with five frames as a representation of five, and the dime as a presentation of the ten frame). Encourage students to use base-ten language to describe quantities between 11 and 19. At the beginning, students do not need to use ones for the singles. Some of the base-ten language that is acceptable for describing quantities such as 18 includes one ten and eight, a bundle and eight, 8 singles and ten. Write the horizontal equation 18 = 10 + 8 and connect it to base-ten language. Encourage, but do not require, students to write equations to represent quantities. Students have difficulty with ten as a singular word that means 10 things. For many students, the understanding that a group of 10 things can be replaced by a single object and they both represent 10 is confusing.




Resources & Links to Technology • Composing and Decomposing Numbers


• Five Ugly Monsters By Tedd Arnold • Reese’s Pieces Count by Fives by Jerry Pallotta • Ten Black Dots by Donald Crews


http://www.kindergartenworks.com/guided-math/gm-lesson-idea/composing-and-decomposing-numbers/



Big Idea 1, Quarter 4: Students will know and describe basic shapes and two-dimensional and three-dimensional solid figures.

Essential Question(s): What are the basic shapes and solid figures? How could you describe the basic shapes and solid figures?

Standards: K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe

their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).










Elements of the Standard(s) – What’s the meaning? Students analyze and compare two- and three-dimensional shapes by observations. This idea is being repeated so be sure to go back to Big Idea 4 in Quarter 2 and Big Idea 2 in Quarter 3. Below is a short recap of some of the ideas and concepts of this standard. Their visual thinking enables them to determine if things are alike or different based on the appearance of the shape. Students sort objects based on appearance. Even in early explorations of geometric properties, they are introduced to how categories of shapes are subsumed (contained) within other categories. For instance, they will recognize that a square is a special type of rectangle. Students should be exposed to triangles, rectangles, and hexagons whose sides are not all congruent. They first begin to describe these shapes using everyday language and then refine their vocabulary to include sides and vertices/corners. Opportunities to work with pictorial representations, concrete objects, as well as technology helps student develop their understanding and descriptive vocabulary for both two- and three-dimensional shapes. Kindergarteners also distinguish between the most typical examples of a shape from obvious non-examples. Examples: When identifying the triangles from a collection of shapes, a student circles all of the triangle examples from the non-examples.




Key Vocabulary sides of equal length, vertices or corners, sides or edges

Links to Prior Learning See Big Idea 4 in Quarter 2 and Big Idea 2 in Quarter 3.

Links to Future Learning See Big Idea 4 in Quarter 2 and Big Idea 2 in Quarter 3.

Instructional Strategies (EL, SIOP, SPED, Marzano) Have students compose (build) a larger shape using only smaller shapes that have the same size and shape. The sides of the smaller shapes should touch, and there should be no gaps or overlaps within the larger shape. For example, use one-inch squares to build a larger square with no gaps or overlaps. Have students also use different shapes to form a larger shape where the sides of the smaller shapes are touching and there are no gaps or overlaps. Ask students to describe the larger shape and the shapes that formed it. Have students use vocabulary words such as sides, faces, and vertices (corners) to describe the shapes as well as in counting use comparing shapes to reinforce the concept of one-to-one correspondence. A misconception by students is in confusing the name of a two-dimensional shape with a related three-dimensional shape or the shape of its face. For example, students might call a cube a square because the student sees the face of the cube. It is important when students are

Mathematical Practices Model with mathematics: Using models of basic shapes, both two-dimensional and three-dimensional, provide students with opportunities to connect the different representations and then explain those connections (MP 4). Use appropriate tools strategically: Students work with pictorial and concrete objects as well as technology to help with their understanding and descriptive vocabulary for learning both two- and three-dimensional shapes (MP 5).




exploring two-dimensional shapes (flat) that the shapes they are working with are on paper or other “flat” materials. Other Strategies: Refer to Instructional Strategies: Big Idea 4, Quarter 2 and Big Idea 2, Quarter 3. Resources & Links to Technology See Big Idea 4, Quarter 2 and Big Idea 2, Quarter 3.

Big Idea 2, Quarter 4: Students will fluently subtract within 5 and compose and decompose numbers 1–10 using various strategies.

Essential Question(s): How is subtraction different from addition? What are the ways you think about subtraction facts? How do you remember each subtraction fact?


verbal explanations, expressions, or equations. K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent

the problem. K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record

each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.5 Fluently add and subtract within 5. Mathematical Practices:












Elements of the Standard(s) – What’s the meaning? The focus of this Big Idea is on subtraction and building its relationship to addition. You will want to go back to Big Idea 3 in Quarter 3 to look at the strategies that are used for addition as many of them apply to subtraction as well. Here are some highlighted pieces to help you understand these standards. Students will begin to understand that a set of (5) objects can be broken into two sets (3 and 2) and still be the same total amount (5). The focus is on number pairs that add to a specified total, 1–10. In addition, this standard asks students to understand that a set of objects (5) can be broken in multiple ways (3 and 2; 4 and 1). Thus, when breaking apart a set (decomposing), students develop the understanding that a smaller set of objects exists within that larger set (inclusion). This should be developed in context before moving into how to represent decomposition with symbols (+, –, =). In order to fluently add and subtract, children must first be able to see sub-parts within a number (inclusion, K.CC.4.c). Problem solving should be done using objects, drawings, and representations as well as acting out scenarios. By using problems with the values between 0 and 5, students will build meaning of these related facts. Be sure that the problem types include start unknown problems, change unknown problems, and result unknown problems. Each of these problem types can be about the operation of subtraction yet for some problems, students will use either addition or known facts to solve the problem. Below are examples of each of these problem types. For additional assistance with problem types, please see the references.

• Result Unknown: Sam had 8 cookies on a plate. His little brother snuck into the kitchen and ate 3 cookies off the plate. How many cookies were left for Sam on the plate?

• Change Unknown: Sam had 8 cookies on a plate. His little brother snuck into the kitchen and ate some cookies. There were 5 cookies left on the plate for Sam to eat. How many cookies did Sam’s brother eat?

• Start Unknown: Sam had some cookies on a plate. His little brother snuck into the kitchen and ate 3 cookies off the plate. That left 5 cookies on the plate for Sam to eat. How many cookies were on the plate before the little brother ate any of the cookies?

Students will be able to add and subtract numbers within 5. Adding and subtracting fluently refers to knowledge of procedures, knowledge of when and how to use them appropriately, and skill in performing them flexibly, accurately, and efficiently. Students are fluent when they display accuracy (correct answer), efficiency (a reasonable amount of steps in about 3–5 seconds without resorting to counting), and flexibility (using strategies such as the distributive property). Students develop fluency by understanding and internalizing the relationships that exist between and among numbers. Fluency is also developed by




working with many different kinds of objects over an extended amount of time. This objective does not require students to instantly know the answer.

Key Vocabulary equal = the same as, subtraction, subtrahend, minuend, minus

Links to Prior Learning Students have already been identifying words that mean to subtract and to add throughout this year.

Links to Future Learning As students progress through the next few grades, they will build on these basic facts to be able to subtract any two values.

Instructional Strategies (EL, SIOP, SPED, Marzano) Provide students with a set of objects. Have them separate the set into two groups. Students should draw pictures of the two sets and write number sentences to describe the set and the two groups. For example: Bobby Bear is missing 5 buttons on his jacket. How many ways can you use blue and red buttons to finish his jacket? Draw a picture of all your ideas. Students could draw pictures of: 4 blue and 1 red buttons 3 blue and 2 red buttons 2 blue and 3 red buttons 1 blue and 4 red buttons After students have had numerous experiences with decomposing sets of objects and recording with pictures and numbers, make connections between the drawings and symbols: 5 = 4 + 1, 5 = 3 + 2, 5 = 2 + 3, and 5 = 1 + 4. The number sentence only comes after pictures or work with manipulatives, and students should never give the number sentence without a mathematical representation. Students may use objects such as cubes, two-color counters, square tiles, etc. to show different number pairs for a given number. For example, for the number 5, students may split a set of 5 objects into 1 and 4, 2 and 3, etc.

Mathematical Practices Model with mathematics: Students using different models to compose and decompose numbers 1–10 can start making designs to represent various combinations of the number “5” and write numerals for the various decomposed parts such as 5 = 4 + 1 (MP 4). Use appropriate tools strategically: Through opportunities to use concrete materials (buttons, manipulatives, etc.), students become able to decide which tools may be helpful to use depending on the task. They can draw a picture (MP 5).




Sample unit sequence: A contextual problem (word problem) is presented to students, such as: Melisa goes to Debbie’s house. Debbie tells her she may have 5 pieces of fruit to take home. There are lots of apples and bananas. How many of each can she take? Students find related number pairs using objects (such as cubes or two-color counters), drawings, and/or equations. Students may use different representations based on their experiences, preferences, etc. Students may write equations that equal 5, such as: 4 + 1 = 5 3 + 2 = 5 2 + 3 = 4 + 1 5 + 0 = 5 It is essential to provide contextual situations for addition and subtraction that relate to the everyday lives of Kindergarteners. A variety of situations can be found in children’s literature books. Students then model the addition and subtraction using a variety of representations such as drawings, sounds, acting out situations, verbal explanations, and numerical expressions. Manipulatives, like two-color counters, clothespins on hangers, connecting cubes and stickers can also be used for modeling these operations. Kindergarten students can now begin to see addition and subtraction equations written by you. Although students might struggle at first, encourage them to try writing the equations. Writing equations in Kindergarten is encouraged, but it is not required. Create written addition or subtraction problems with sums and differences less than or equal to 5 using the numbers 0 to 5. After you read the problem, students choose their own method to model the problem and find a solution. Students discuss their solution strategies while you represent the situation with an equation written under the problem. The equation can be written by listing the numbers and symbols for the unknown quantities in the order that follows the meaning of the situation. The teacher and students can use the words equal and is the same as interchangeably. Have students decompose numbers less than or equal to 5 during a variety of experiences to




promote their fluency with sums and differences less than or equal to 5 that result from using the numbers 0 to 5. It is also important to go back to read the strategies provided in Big Idea 3, Quarter 3. Resources & Links to Technology

• Georgia Unit 6: Addition and Subtraction • Georgia Unit 5: Addition and Subtraction • The Teaching Channel - Number Combinations

Big Idea 3, Quarter 4: Students will decompose numbers 11–19 using various strategies and record each decomposition using drawings and equations.

Essential Question(s): How do you show how a number decomposes? Why would you want to decompose a number?

Standards: K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record

each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.










Elements of the Standard(s) – What’s the meaning? The idea of teen numbers is revised in this quarter. Again, the emphasis needs to be building these numbers as a ten and some more. Students explore numbers 11–19 using representations, such as manipulatives or drawings. Keeping each count as a single unit, Kindergarteners use 10 objects to represent “10” rather than creating a unit called a ten (unitizing) as indicated in the First Grade CCSS standard 1.NBT.1a: 10 can be thought of as a




https://www.teachingchannel.org/videos/visualizing-number-combinations



bundle of ten ones — called a “ten.” In other words, don’t push too fast into place value as that is a learning expectation in Grade 1. Rather, it is important that students master the teen numbers in terms of writing them, naming them, and composing and decomposing these values. Please see Big Idea 5 in Quarter 3 for a more complete look at this standard. Key Vocabulary See Big Idea 5, Quarter 3.

Links to Prior Learning See Big Idea 5, Quarter 3.

Links to Future Learning See Big Idea 5, Quarter 3.


Visual representations of this set of values need to be used over and over. Each time, connect the count of the items to the way the number is written and said. Have students write the values in words and symbols such as what is seen above. Example: 14 is 10 on the frame and 4 off the frame. 14 is also 10 + 4. Students need to master the teen numbers in this grade, so take the time to build each teen number over time before students are working with all the teen numbers. As teen numbers are built, use a single ten frame to emphasize that the number fills the ten plus has some more. Many students will be counting out all the items and then adding them to the ten frame. When you see a student just fill in the ten frame and then count the more pieces, you know they are progressed in their understanding of the teen numbers.

Mathematical Practices Make sense of problems and persevere in solving them: Through questioning by the teacher, students begin to share thinking using verbal means to explain themselves, such as: “Do you think? Why?” (MP 1) Reason abstractly and quantitatively: By using a ten frame, students make sense of quantities (ten) and their relationships (MP 2). Model with mathematics: Students apply the problem to a diagram (student examples) and interpret the results of a mathematical situation (MP 4).




Resources & Links to Technology • See Big Idea 5, Quarter 3. • Instructional Ideas for Composing the Teen Numbers • TERC Lesson on Building Teen Numbers


• Ten Little Rabbits by Virginia Grossman and Sylvia Long • Ten Monsters in a Bed by Rozanne Lanczak Williams • Feast For 10 by Cathryn Falwell


http://www.internet4classrooms.com/common_core/compose_decompose_numbers_from_11_19_number_operations_in_base_ten_kindergarten_math_mathematics.htm

http://investigations.terc.edu/library/common_core/KU6_Session.pdf



Content: Math Grade/Course: Kindergarten Timeline: 60 minutes Standard(s):

KCC.4a Understand the relationship between numbers and quantities; connect counting to cardinality: a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (1-50)

Mathematical Practices: 2. Reason abstractly and quantitatively, 4. Model with mathematics, 5. Use appropriate tools strategically, 7. Look for and make use of structure. Lesson Overview: This lesson teaches students about mathematical conversion and counting from 0–5. The lesson will make the connection of one number corresponding with numeral to represent the number of items.


• Model and count 1–5 with objects. • Count to 5 with one-to-one correspondence.

Vocabulary: Count, pattern blocks, workmat, sort, one, two, three, four, five.

Focus Question(s): How do I how many objects I have in a group?


Anticipatory Set: Begin the lesson with small groups of children and distribute small amounts of teddy bear counters and pattern blocks from baskets. Substitute these items for available counters/blocks if necessary. (See Resources) Provide 5–8 minutes of free exploration of the items size, shapes, and colors. This will also help eliminate distraction when modeling the lesson. Ask children to see how the items are the same and how they are different, using size/shape/color to compare. (Marzano: Similarities and Differences) When finished, assist children with returning their counters/blocks to the individual baskets to reinforce sorting. (Have children return whole group and sit in a semi-circle on the floor so that all children can easily see you and one another) “Today you will learn how to count using teddy bears and pattern blocks. I’m going to give everyone a workmat.” (Pass out workmats and keep one for yourself for modeling.) “Please place your mat on the floor in front of you.” Instruction and Strategies: “When I hand out the teddy bears, we will put five teddy bears on the edge of our mats. Watch as I put teddy bears on the edge of my mat.” (Count the teddy bear counters 1–5 as you place them on the edge of your mat.) (Quickly distribute teddy bear counters in front of student mats.) “As I count, take a teddy bear from the floor, and put it on the edge of the mat in front of you.” (Demonstrate as you count to 5.) Children should put all the teddy bear counters on one side of their mats. “One, two, three, four, five. Line up your bears the way we line up to leave the classroom.” “Let’s count our bears together.” (Watch for children who do not count with one-to-one correspondence.)




“Watch how I count my teddy bears.” (Demonstrate sliding the counters across the mat as you count out loud. Be sure to point out that you say only one number as you slide the counter across the mat.) “Let’s all slide and count our teddy bears together.” (Observe children as they slide and count repeat if necessary) Guided Practice: “Our bears are tired. Each bear will need a chair to sit on. Let’s pretend that our pattern blocks are chairs. How many chairs will we need?” (5) (Marzano: Checking for understanding) (Quickly distribute pattern blocks.) “Take enough blocks so that each bear has its own chair. Put the bears on the chairs.” (Note: Have children lean bears on pattern blocks and demonstrate on your mat.) “How many bears on chairs do you have?” (5) (Marzano: Cues/Questions/Organizers) “Let’s slide the bears and chairs to the other side of our mats as we count.” (demo if necessary) Count 1, 2, 3, 4, 5 Formative Assessment: Questions in the suggested dialogue should be used to observe and assess understanding of concepts. “Who can show me the number of teddy bears they have? Who can show me the number of chairs they have?” “Who would like to count their teddy bears on chairs for us?” (Ask as many children as time permits to demonstrate.) (Pause and check for each number given orally.) Closure: “We need to put our teddy bears and blocks away now to use another day. Put our teddy bears altogether. Put your blocks altogether. Now we can put our counters and blocks away.” (Call four children at a time to put counters/blocks in separate baskets.) “When I call your name, pick up you teddy bears and pattern blocks, and put them in the baskets.” “How many teddy bears on chairs did we count today?” (5) Independent Practice: This concept is not yet fully developed for students to work independently.

Accommodations/Modifications: • Practice counting 1–5 before beginning lesson as a warm-up, pointing to the classroom

number line or numbers chart. • Have student sing together a “counting song” or “rap.” • Read the story before the lesson (“One fish, Two fish, Red fish, Blue fish” by Dr. Seuss.) • Enrichment Extension: Ask students “What other items can we count in the classroom to

5?” Have them count those items. Resources (Textbook and Supplemental):

• Workmats/laminated 8 x 11 ½ paper as mats • Red/black beans or buttons can be substituted for plastic teddy bear counters and cut-out blocks made

of paper, or dominos can be substituted for geometric pattern blocks. • Classroom number line or counting chart/Use calendar to show counting days of the week. • Attached Counting Animals Worksheet




Count the number of animals in each line. Point to each animal in the box as you count it. Circle the digit that tells you the number you counted.

1 3 2

4 3 2

1 3 5

3 5 4





K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Mathematical Practices: 4. Model with mathematics, 6. Attend to precision Lesson Overview: Students develop spatial awareness as they describe positions of objects. Learning the position words above and below, as well as other positional descriptors, prepares them for higher level work in geometry. When students use spatial language to describe the position of an object, they attend to precision.


• Use the terms below, beside, next to, behind, and in front of to describe shapes in the environment.

Vocabulary: above, below, beside, next to, behind, in front of, inside, outside

Focus Question(s): How can you use various spatial terms such as above, below, etc., to describe shapes and their positions in the environment?


Anticipatory Set: Seat students in a semicircle on the floor. Sit on the floor or in a low chair for this lesson. Place a few objects on the floor that you will use for this lesson. Begin by asking students how they tell you where the object is. What words do you use to tell someone specifically the location of an object? “There are special words that we use to tell someone where something is or to give them directions. These words are above, below, beside, next to, behind, in front of. Today you will learn how to use these words. Instruction and Strategies: Give each student one teddy bear or other counter in a cup. “You each have a cup that has a bear inside it. Please put the cup in front of you.” Demonstrate each movement as you give the instructions. “Take your bear out of your cup and hold it above your head. Where is your bear?” (above; above the cup) Guide students to follow your model of the following positions with corresponding words. “Put the bear below your foot.” “Put it in front of you.” “Put it behind you.” “Put it beside your leg.” “Put the bear next to your cup.” “Where is your bear?” (next to our cup) Repeat the process with other examples, if necessary, to give students the opportunity to grasp the terms and what they mean.




Call up four students at a time to bring the cup and teddy bear counters to you. “Now we will play a game. I will call someone over, and I will whisper to him or her where to put a teddy bear using one of our words.” Ask a student to stand next to you and whisper to him or her to hold the teddy bear above his or her head. Give the student a teddy bear counter. Ask: “Raise your hand if you can tell me where (student’s name) put the teddy bear.” Ask another student to identify where the bear is. Continue the activity with different students for each of the following words as time permits. (below, beside, in front of, behind, next to) Discuss the differences of how an object can be near but not next to another object. (Marzano: Compare and Contrast). Guided Practice: Now ask students to take their take a bear/counter and place it in the same location you are showing your bear. Place your bear below your chin. Ask: “Is the bear above or below your chin?” (below) Now move the bear behind your ear and have students move their bear to be in the same location. Ask: “Where is your teddy bear?” (behind our ear) Repeat the process slowly with beside the foot and in front of the nose, and above the head. You can use pictures that show objects in pictures (see attachment of pictures). Ask students about these relationships. Story books are great at this level as you connect writing a story to the descriptive language you would use to describe the location of an object in a story. (Example, a bird is flying above the tree, a dog is sleeping next to the couch versus the cat is on top of the couch, etc.) Formative Assessment: The repeated questions in the teacher dialogue should be used to continually observe and assess students’ understanding of the lesson, vocabulary and concepts. Focus on students’ understanding of how they use the terms “above,” “below,” etc., to describe shapes and positions in the environment with feedback. Closure: Collect the cups and counters. Have students return to their seats and provide them with a blank sheet of paper and crayons. Ask them to draw their teddy bears either above/below a picture of a tree. (Pictures will vary) Select only one set of spatial words, e.g., behind/in front of, etc. Let students take their pictures home that day to finish or finish in class if time permits. Independent Practice: You can use the attachment to have students just focus on showing you their understanding of inside and outside. They will draw shapes inside and outside of a suitcase.

Accommodations/Modifications: • Help students who may have difficulty discussing the difference between “beside” and “next to.” Repeat

the demonstrations and/or questions such as “Where is this object now?” with other spatial terms as well.

• Extensions: “What are some other words we can use to describe shapes around us?” • Explore: under/over/inside/outside and make comparisons.





• Teddy bear counters or other items such as buttons, beans, etc., for counting/solid object. • Cups, crayons, blank paper • Literature Connection to Math: Over in the Meadow by Olive A. Wadsworth







Positional Words to Describe Locations



Instructions that are italicized include students engagement strategies. Instructions that are underlined embed checking for understanding. Guam Department of Education 2013


K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Mathematical Practices: 1. Make sense of problems and persevere in solving them, 2. Reason abstractly and quantitatively, 3. Construct viable arguments and critique the reasoning of others, 4. Models with mathematics, 7. Look for and make use of structure, 8. Look for and express regularity in repeated reasoning. Lesson Overview: In this lesson, students are being introduced to addition word problems. They will use a variety of strategies to recognize words that mean addition and to translate that into a symbolic equation.


• Relate a word problem to a number sentence. • Identify words in a word problem that tells them to

add. Vocabulary: word problem

Focus Question(s): • How do I transform an addition word problem to

number sentence? • How do I solve an addition word problem?


Before starting the lesson, gather the following materials: a picture of a child at his/her own birthday party (e.g. a child wearing a birthday party hat), four individual pictures of a present, an enlarged word problem written out in one color, chart or butcher paper for the graffiti wall (enough for individual or small groups), markers, and student copies of worksheets. Anticipatory Set: Gather students for circle time. You will need your pictures of the birthday child and pictures of individual presents. Display the picture of birthday child. While students are looking at the picture, say “I want you to look at this picture while I tell you a story.” As you tell the story to your students, display the appropriate pictures per dialogue. Read the following story or create your own: “It was (child’s name) birthday! (Child’s name) got two presents. (Adult name) gave the two more presents. How many presents does (child’s name) have now?” Instruction and Strategies: Begin by reviewing all the parts of the story. Some questions that promote rich student thinking are listed (Marzano: Nonlinguistic Representations; Cues Questions & Advanced Organizers).

• Let’s review the story we just read. Who was this story about? (Show picture of birthday child.) • What happened in the story? (Get specific answers from students.) • How many presents did he get first? (Show appropriate picture.) • How many did he get next? (Show appropriate picture.) • How many did he get in all?

1. Display enlarged word problem. Define the term “word problem” as a math problem presented in words.

2. Dissect the word problem with students as a class. Use different colored markers to circle key words. Model

as you go through the entire word problem (Marzano: Identifying Similarities & Differences).




Example: It was (child’s name) birthday! (Child’s name) got two presents. (Adult name) gave the two more presents. How many presents does (child’s name) have now?

3. Change circled words into numbers, pictures and symbols (Marzano: Nonlinguistic Representations).

Example: two two more how many 2 2 + = □ □ □ □

4. Formulate number sentence and solve equation with students.

Example: 2 + 2 = 4

5. Based on observation, you may wish to work through another example.

6. Using the chart/butcher paper, create a Gallery/Graffiti Wall where students make a display of their

knowledge or beliefs. They can create this individually or make a common display or graffiti wall. Provide one sample word problem for entire class to work on in groups of two.

1. Display new sample word problem. Instruct pairs of students to: - Find the key words in the given word problem, and write in on their paper. - Change the key words into numbers and symbols. - Create visual representations of the numbers. See example in step 4. - Create a number sentence. See example in step 5. - Have students share finished work.

(Marzano: Cooperative Learning; Identifying Similarities and Differences; Nonlinguistic Representations)

7. Send students to tables to complete the Word Problems That You Draw Up worksheet in their pairs (Marzano: Cooperative Learning; Cues, Questions & Advanced Organizers; Nonlinguistic Representation).

8. Have students complete the Match Math Equations to Pictures worksheet for homework practice (Marzano: Homework & Practice).

Guided Practice: Word Problems That You Draw Up worksheet Formative Assessment: Gallery/Graffiti Wall Student Work Samples Closure: After the guided practice, review skills taught by asking several pairs of students to share their completed worksheet.




Independent Practice: Assign the Match Math Equations to Pictures worksheet for homework.

Accommodations/Modifications: One-to-one instruction, use manipulative or other visual aids Resources (Textbook and Supplemental):

• Math Worksheets Land (excellent website for mathematics resources)


http://www.mathworksheetsland.com/



Name: ________________________ Date ____________

Word Problems That You Draw Up Use the boxes below each problem to draw the parts of each problem. Solve each word problem below. The + is already in the boxes. Albert goes around the playground collecting rocks. He finds three rocks under the slide and two rocks by the bench. How many rocks did Albert find?

+

=

Keisha has four lollipops. She runs to class and finds two more. How many lollipops does she have in her pocket now?

+

=

Andrea collects shells at the beach. She finds three shells in the sand and five shells under the tree. How many shells did Andrea find?

+

=




Name: ________________________ Date ____________

Match Math Equations to Pictures Draw a line to match the pictures to the math problem that they show.

4 + 5 = 9

6 + 1 = 7

2 + 3 = 5

8 + 2 = 10

2 + 1 = 3





K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Mathematical Practices: 1. Make sense of problems and persevere in solving them, 2. Reason abstractly and quantitatively, 3. Construct viable arguments and critique the reasoning of others, 4. Models with mathematics, 7. Look for and make use of structure. Lesson Overview: In this lesson, students will be able to show how to decompose the number 12 through drawings and various representations.


• Break apart the number 12 into a group of 10 and ones using multiple representations such as tens frames, drawing objects, and lines, etc.

Vocabulary: No new vocabulary

Focus Question(s): • What does making 12 look like? • What is the relationship between 12 and 10?


Anticipatory Set: Have students rote count to 12 while pointing to each number on the number line. Show the number 12 on the board. As a whole group, ask students to rote count to 12 using the magnetic objects on the board. Instruction and Strategies: Explain that we will be working on the number 12. Model placing objects in the tens frame, filling up one frame and placing the leftovers in the next. Be sure to explain that only one counter can be placed in each square on the tens frame. Ask the following questions: “Why do you think it is called a tens frame?” “What do you notice about the tens frame?” “How many did not fit on the tens frame?” Explain and demonstrate that there are different ways to break apart number 12 by using lines, drawing objects and circling a group of 10 (Marzano: Setting Objectives and Providing Feedback).




Ten Frames Work Mat Objects Line Drawing Guided Practice: Each pair of students will choose prepared bags or tubs of materials (prepare materials prior to the lesson). Students will work with partners to break apart 12 using multiple representations (tens frames, drawing objects and circling groups of tens, line marks, etc.) (Marzano: Nonlinguistic Representations, Cooperative Learning). Facilitate during the activity. Go group to group asking questions to check for understanding, such as: “How do you prove that 12 is a group of 10 and 2 more?” “Can you show me how you and your partner broke apart the number 12?” “Can you show me how you used (objects) to break apart 12?” Formative Assessment: Gallery/Graffiti Wall (Students make a display of their knowledge or beliefs. They can create these individually or make a common display or graffiti wall) - All students line up to write on the wall how to decompose the number 12. Ask them how they came up with their drawing: “Can you show me how you and your partner broke apart the number 12?” Closure: Review the different representations of 12 using the Graffiti Wall. Independent Practice: This concept not yet fully developed for students to work independently.

Accommodations/Modifications: • Allow more time and one-to-one assistance • Visual aids: number line and pictures • Peer assistance • Manipulatives • Tens frame already marked and have student place objects on the marks. • Give worksheets a day ahead for any student with special needs as a preview of lesson.


• www.mathworksheetsland.com • Materials: tens frame mat, work mat, variety of objects to count (buttons, bears, blocks, counters, cereal,

sticks, etc.




Tens Frames




Work Mat \\\


GUAM District Level Curriculum Alignment Grade K - Science


Standard Number GDOE Content Standard SAT 10 Objectives Standard 1: Science As Inquiry

K.1.1 Raise questions about the natural world. -Understand that the senses provide external cues to the environment

Standard 1: Science As Inquiry

K.1.2 Make and discuss observations using the five senses. EXAMPLE(S): Recognize that objects can have different characteristics using the senses. Although apples and tennis balls are similar in size and shape, they smell and feel different.

-Understand that the senses provide external cues to the environment

Standard 2: Life Science K.2.1 Observe and give examples of plants and animals identifying how they are alike and how they are different in how they look and in the things they can do.

-Identify organisms that are similar in structure

Standard 2: Life Science K.2.2 Describe how babies, or young, are similar to their parents. -Identify organisms that are similar in structure

Standard 3: Physical Science K.3.1 Describe objects in terms of the materials that make up the objects. EXAMPLE(S): Describe the materials found in a pencil.

-Determine the basic property of matter

Standard 3: Physical Science K.3.2 Describe the changes in matter caused by changes in temperature.

-Identify examples of different states of matter

Standard 3: Physical Science K.3.3 Recognize and demonstrate that things that are close to the ground fall unless something holds them up.

-Use observation to determine motion of objects

Standard 4: Earth and Space Science

K.4.1 Discuss the importance of water. EXAMPLE(S): Tell that organisms need water to live and to remain healthy.

-Understand that Earth provides the resources peopled need -Understand the effects of human behavior on Earth


K.4.2 Observe and describe objects seen in the sky during the day and during the night.

-Understand the locations of objects in the sky


K.4.3 Observe and record natural cycles and give examples using activities from one’s own life. EXAMPLE(S): day/night, wake/sleep, sunrise/sunset, rainy/dry season, weather changes

-Understand that Earth provides the resources peopled need -Recognize seasonal changes

Standard 5: Science and Technology

K.5.1 Identify tools found around the home and recognize that tools make it easier to do certain jobs. EXAMPLE(S): Construct simple tools, such as paper clocks.

-Use basic measurement instruments


GUAM District Level Curriculum Map Grade K –Science Quarter 1


Big Idea 1, Quarter 1: Students will use their five senses to describe the world around them by applying the appropriate body part(s) and function(s).

Essential Question(s): What are our five senses? How do we use our five senses to explore our world?

Guam Standards: K.1.1 Raise questions about the natural world. K.1.2 Make and discuss observations using the five senses.

EXAMPLE(S): Recognize that objects can have different characteristics using the senses. Although apples and tennis balls are similar in size and shape, they smell and feel different.

CCSS ELA Standards: K.RI.1 With prompting and support, ask and answer questions about key

details in a text. K.RI.2 With prompting and support, identify the main topic and retell key

details of a text. K.RI.3 With prompting and support, describe the connection between two

individuals, events, ideas, or pieces of information in a text. K.RI.4 With prompting and support, ask and answer questions about unknown

words in a text. K.RI.5 Identify the front cover, back cover, and title page of a book. K.RI.6 Name the author and illustrator of a text and define the role of each in

presenting the ideas or information in a text. K.W.3 Use a combination of drawing, dictating, and writing to narrate a single

event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.






Big Idea 2, Quarter 1: Students will understand that temperature affects how matter will look.

Essential Question(s): Why did the matter change its form? What happens to matter when it gets hotter? Colder?

Guam Standards: K.1.1 Raise questions about the natural world. K.3.2 Describe the changes in matter caused by changes in

temperature.













Big Idea 1, Quarter 2: Students will give examples of what happens during the day and night in order to understand natural cycles.

Essential Question: How are the objects seen in the sky during the day the same as the objects seen in the sky at night? How are they different? Does the moon change its shapes? What does it look like when it changes?

Guam Standards: K.1.1 Raise questions about the natural world. K.4.2 Observe and describe objects seen in the sky during the

day and during the night. K.4.3 Observe and record natural cycles and give examples

using activities from one’s own life. EXAMPLE(S): day/night, wake/sleep, sunrise/sunset, rainy/dry season, weather changes













Big Idea 2, Quarter 2: Students will talk about the importance of water to living things.

Essential Question: Why do living things need water? How do living things get water? What are the different ways we use water?

Guam Standards: K.1.1 Raise questions about the natural world. K.4.1 Discuss the importance of water.

EXAMPLE(S): Tell that organisms need water to live and to remain healthy.













Big Idea 1, Quarter 3: Given examples of different plants and animal life, students will be able to identify how they are alike and how they are different in terms of looks and things they can do.

Essential Question: How are plants and animals the same? How are plants and animals different? How are baby animals similar and different from their parents?

Guam Standards: K.1.1 Raise questions about the natural world. K.2.1 Observe and give examples of plants and animals

identifying how they are alike and how they are different in how they look and in the things they can do.

K.2.2 Describe how babies, or young, are similar to their parents.









Suggested Timeline: 4-5 weeks




Big Idea 1, Quarter 4: Students will be able to describe and categorize objects in terms of properties, such as shapes, form, and texture.

Essential Question: What things are made of plastic, metal, wood, and cloth? How do these objects feel when you touch them?

Guam Standards: K.1.1 Raise questions about the natural world. K.3.1 Describe objects in terms of the materials that make up the

objects. EXAMPLE(S): Describe the materials found in a pencil.













Big Idea 2, Quarter 4: Students will be able to list/illustrate 5 tools found around the house and describe their functions.

Essential Question: Why do tools make our job easier? What tools do you use around the house to make work easier?

Guam Standards: K.1.1 Raise questions about the natural world.













Italic Information: Recursive standard – repeated in at least one other quarter BOLD information: Standards that should be emphasized Guam Department of Education 201о

Big Idea 3, Quarter 4: Students need to understand that an object must be held by another object in order for it not to fall to the ground.

Essential Question: Why does something have to be held so it does not fall to the ground? What happens to objects when you let go of holding them? Why do you think this happens?


K.3.3 Recognize and demonstrate that things that are close to the ground fall unless something holds them up.











GUAM District Level Curriculum Guide Kindergarten – Science Quarter 1


Big Idea 1, Quarter 1 Students will use their five senses to describe the world around them by applying the appropriate body part(s) and function(s).

Essential Question(s): What are our five senses? How do we use our five senses to explore our world?

Guam Standards: K.1.1 Raise questions about the natural world. K.1.2 Make and discuss observations using the five senses.




details of a text. K.RI.3 With prompting and support, describe the connection between

two individuals, events, ideas, or pieces of information in a text. K.RI.4 With prompting and support, ask and answer questions about

unknown words in a text. K.RI.5 Identify the front cover, back cover, and title page of a book. K.RI.6 Name the author and illustrator of a text and define the role of

each in presenting the ideas or information in a text. K.W.3 Use a combination of drawing, dictating, and writing to narrate a

single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.


Elements of the Standard(s) – What’s the meaning? The first lessons of kindergarten will have students focusing on their five senses: sight, touch, smell, hearing, and taste. By the time students have completed the lesson on the five senses, students should know their senses and what parts of their body enable them to use a sense(s) and have a vocabulary of adjectives they can use to describe how things look, smell, feel, taste, and sound. It is important for students to attach the body parts to the sense. For example, your eyes are responsible for your sight while your ears are responsible for sounds and hearing. Sight—Students will know how they can use their sight to explore the world around them. Hearing—Students will be able to use their sense of hearing to learn new things about their world. It is important to have student listen without looking




to see if they can determine what things they are hearing. Touch—Students will learn how to describe items by using adjectives which describe what they feel. These words should be added to words walls to re-visit over time. Smell—Students will learn how important the sense of smell is in their world. Without smell, their world would be boring, and the sense of smell can arouse feelings in them. Taste—Students will learn how taste is related to smell. However, it is important to discuss that taste is a sense that they should not use when they do not know the substance. Key Vocabulary natural world, senses, sight, taste, touch, smell, hearing, observe, attributes, characteristics, nose, ear, eyes, mouth, tongue, fingers, toes, rough, smooth, whisper, quiet, soft, buzz, sharp, fluffy, sour, bitter, eyes, skin, tongue, nose.

Links to Prior Learning This is a beginning lesson, but it would be helpful if students already know their five senses and the body parts that use a sense(s). Even if they don’t know the names of their five senses, students should have done some exploring of their world with them.

Links to Future Learning Learning the words “attributes” and “characteristics” will be important for future learning. Students will be using their five senses in the future while exploring the scientific world.

Instructional Strategies (EL, SIOP, SPED, Marzano) When students answer questions, elaborate about their answers to get them to focus and/or think at a higher level. When students write or draw in their journals or use any other method of demonstrating their understanding, it is important to give remarks about their thinking and understanding of the concepts. Make comments to explicitly explain concepts and/or ask more questions for clarification, encourage higher level thinking, and to help students understand any misconceptions they may have obtained. (Marzano: Providing Feedback)

Students will work together with a partner or in small groups. One student should not do all of the work. The work, ideas, suggestions, and completing of tasks are shared by all students in the group. (Marzano: Cooperative Learning)

This is a time to obtain information from students about their thinking and understanding.

CCSS ELA Support Standards • When information is introduced to students using

books, help students understand the parts of a book and how to find the author and illustrator. When reading aloud, stop and focus on important information, ask students questions about the text to help them focus, and have them make connections to the material. As time progresses and these skills are used over and over, start asking more questions to check for student understanding and do less showing.

• Encourage students to share what they have learned and are learning using paper and pencil. In the beginning, some students may only be able to




Cues and questions are meant as a way to gain this knowledge and help direct students. As students grow, they will always be asking the “why” question because they are curious. Throughout kindergarten, the standard of “Raise questions about the natural world” will be with each and every lesson. Although we want to assist students with their learning, don’t be too quick to give answers. Use questions (such as “What do you think will happen if …?”, “How could we change what happens?” and “Why do you think this happens?”) to get students to think for themselves and be willing to not always be correct. If they come up with a misconception, continue to question them (can use the same questions) to try to get them to come up with the correct answer. However, if they become too confused or frustrated, you may then give them the answers to their questions. (Marzano: Cues, Questions, and Advance Organizers)

Sometimes students need to express their ideas and knowledge using pictures rather than words. Often non-linguistic representation can be combined with writing to better express their knowledge. (Marzano: Nonlinguistic Representations)

When students compare and/or contrast information, they are finding how new information they are learning and prior information they learned are alike and different. The Venn diagram is the most common way used to demonstrate this thinking. (Marzano: Identifying Similarities and Differences)

• Create rubbings and sand art pictures for a sense of touch. Students can also have

materials in lunch bags or sacks that they can see inside. They have to use their fingers to feel them to determine what is inside the bag.

• Use Scatch and Sniff stickers or create some of your own for students to experience the sense of smell.

• Have students create a collage of various materials to show qualities you see with your sight such as sparkles, bright colors, or shiny items.

• Have word lists for students who may have limited language. • Review vocabulary for students to gain an understanding of the words prior to using

them.

demonstrate their learning with drawings and conversations with others. Some students may be willing to use drawing and some words, especially if words are written on word lists for them to use. While some students are opting to use only words, it would be best to have students communicate their learning using a variety of methods: drawings, words, and verbal communication with others. The others can be a teacher, a parent, or other students. This also encourages students to practice their listening skills as well as their verbal skills. As the year goes on and the same reading and writing standards are being used, encourage the students to draw, write, and verbally communicate.




• Work directly with a small group of students who may need extra assistance. • Students who have disabilities related to their five senses can explain how they use

their other senses to compensate. Resources & Links to Technology • Literature Connections:

o My Five Senses by Aliki o You Can’t Taste a Pickle With Your Ear by Harriet Ziefert o You Can’t Smell a Flower With Your Ear by Joanna Cole o The 5 Senses by Nuria Roca o Smell by Maria Rius o Touch by Maria Rius o Hearing by Maria Rius o Taste by Maria Rius o Sight by Maria Rius o The Listening Walk by Paul Showers

• http://pbskids.org/ (Resource for possible online games) • WatchKnowLearn Videos (Resource for possible videos)

Big Idea 2, Quarter 1 Students will understand that temperature affects how matter will look.

Essential Question(s): Why did the matter change its form? What happens to matter when it gets hotter? Colder?

Guam Standards: K.1.1 Raise questions about the natural world. K.3.2 Describe the changes in matter caused by changes in

temperature.

CCSS ELA Standards: K.RI.1 With prompting and support, ask and answer questions about

key details in a text. K.RI.2 With prompting and support, identify the main topic and retell

key details of a text. K.RI.3 With prompting and support, describe the connection between

two individuals, events, ideas, or pieces of information in a text.


http://www.amazon.com/My-Five-Senses-Big-Book/dp/0060200502/ref=sr_1_1?ie=UTF8&s=books&qid=1232229477&sr=1-1/kinderplans-20

http://www.amazon.com/Cant-Taste-Pickle-Your-Cant%C3%83%C2%A0seies/dp/1593541724/ref=sr_1_1?ie=UTF8&s=books&qid=1232229697&sr=8-1/kinderplans-20

http://www.amazon.com/Smell-Flower-Aboard-Science-Reader/dp/0448404699/ref=sr_1_1?ie=UTF8&s=books&qid=1232229753&sr=1-1/kinderplans-20

http://www.amazon.com/Senses-Lets-Learn-About/dp/0764133128/ref=sr_1_2?ie=UTF8&s=books&qid=1232229794&sr=1-2/kinderplans-20

http://www.amazon.com/Smell-Five-Senses-Maria-Rius/dp/0812035658/ref=sr_1_1?ie=UTF8&s=books&qid=1232229849&sr=1-1/kinderplans-20

http://www.amazon.com/Touch-Five-Senses-Maria-Rius/dp/0812035674/ref=sr_1_1?ie=UTF8&s=books&qid=1232229917&sr=1-1/kinderplans-20

http://www.amazon.com/Hearing-Five-Senses-Maria-Rius/dp/0812035631/ref=sr_1_1?ie=UTF8&s=books&qid=1232229962&sr=1-1/kinderplans-20

http://www.amazon.com/Taste-Five-Senses-Maria-Rius/dp/0812035666/ref=sr_1_1?ie=UTF8&s=books&qid=1232230022&sr=1-1/kinderplans-20

http://www.amazon.com/Sight-Five-Senses-Maria-Rius/dp/081203564X/ref=sr_1_1?ie=UTF8&s=books&qid=1232230062&sr=1-1/kinderplans-20

http://www.amazon.com/Listening-Walk-Paul-Showers/dp/0064433226/ref=sr_1_1?ie=UTF8&s=books&qid=1232230106&sr=1-1/kinderplans-20

http://pbskids.org/

http://www.watchknowlearn.org/Category.aspx?CategoryID=86




K.RI.5 Identify the front cover, back cover, and title page of a book. K.RI.6 Name the author and illustrator of a text and define the role of

each in presenting the ideas or information in a text. K.W.3 Use a combination of drawing, dictating, and writing to narrate

a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.


Elements of the Standard(s) – What’s the meaning? The Big Idea is matter and how temperature can change the way it appears. This leads to the idea that matter changes states from a solid, liquid, or gas. At this grade, students need to understand temperature, heat, and cooling. Students should be inquisitive about what happens to matter when it is at different temperatures. For example, water can boil and turn to gas or condense and turn back to water. Ice can melt and turn to water or freeze and turn back to ice. Key Vocabulary matter, temperature, hotter, colder, observation, attributes, characteristics

Links to Prior Learning • Students will begin to use some of their senses to

observe the adjectives from the five senses lessons to describe what happens to matter as it gets hotter and colder. It is important to build upon what they have already learned when they are learning something new. This gives them a stable base to start their exploration.

• Students use their sense of sight to observe. • Students use their sense of touch to feel the

temperature differences. • Students use their sense of hearing to listen to

others.

Links to Future Learning • Students will use the information they learn

about matter changing when something is heated or cooled in future grades to gain a deeper understanding about states of matter and how the particles move when the temperature changes.

• Students will be learning properties of matter in Grade 1.




• Students use the word lists to describe what they are observing, feeling, and hearing.

Instructional Strategies (EL, SIOP, SPED, Marzano) When students answer questions, elaborate about their answers to get them to focus and/or think at a higher level. When students write or draw in their journals or use any other method for demonstrating their understanding, it is important to provide remarks about their thinking and understanding of the concepts. Make comments to explicitly explain concepts and/or ask more questions for clarification, encourage higher level thinking, and to help students understand any misconceptions they may have obtained. (Marzano: Providing Feedback)

Students will work together with a partner or in small groups in a lab to watch material change from one state of matter to another. For examples, have one group watch a candle melt or shortening solidify. (Marzano: Cooperative Learning)

This is a time to obtain information from students about their thinking and understanding. Cues and questions are meant as a way to gain this knowledge and help direct students. In these lessons, continue asking students the “what,” “how,” and “why” questions used with the five senses. However, you may want to add “what if…” questions to get students to push their thinking. The “what if…” questions will also encourage students to think beyond just the activity. You can also create a diagram for students to how temperature impacts matter. (Marzano: Cues, Questions, and Advance Organizers)

CCSS ELA Support Standards: • As you introduce information to students using

books, articles, magazines or other forms of information in writing, you help them understand the parts of that form of writing and how to find the author and illustrator. As you read to students, you should stop and focus on important information, ask questions about the text to help them focus, and have them make connections to the material. As time progresses and these skills are repeated over and over with students, start asking more questions of students to check for understanding and do less showing.

• Encourage students to share what they have learned and are learning using paper and pencil, perhaps a science journal for students to record their learning. In the beginning, some students may only be able to demonstrate their learning with drawing and conversations with others. Some students may be willing to use drawing and some words, especially if words are written on word lists for students to use. While some students are choosing to use only words, it would be best to have students communicate their learning using a variety of methods: drawings, words, and verbal communication with others. The others can be a teacher, a parent, or other




Sometimes students need to express their ideas and knowledge using pictures rather than words. These representations could be added to the chart above. (Marzano: Nonlinguistic Representations) • Have word lists for students who may have limited language.

students. This also encourages students to practice their listening skills as well as their verbal skills. As the year goes on and the same reading and writing standards are being used, encourage students to draw, write, and verbally communicate.

Resources & Links to Technology • Lab: How Water Turns to Ice • Literature Connections:

o Teacher Created Resources My Science Library Book Set, Grades Pre-Kindergarten - 1st o “Science Arts: Discovering Science Through Art Experiences” by MaryAnn F. Kohl and Jean Potter


Matter

Hotter Temperatures

Colder Temperatures


http://sciencenetlinks.com/lessons/water-1-water-and-ice/

http://www.staples.com/office/supplies/StaplesProductDisplay?storeId=10001&catalogIdentifier=2&partNumber=139448&langid=-1&cid=PS:GooglePLAs:139448&KPID=139448

http://pbskids.org/




Big Idea 1, Quarter 2 Students will give examples of what happens during the day and night in order to understand natural cycles.

Essential Question: How are the objects seen in the sky during the day the same as the objects seen in the sky at night? How are they different? Does the moon change its shapes? What does it look like when it changes?

Guam Standards: K.1.1 Raise questions about the natural world. K.4.2 Observe and describe objects seen in the sky during the

day and during the night. K.4.3 Observe and record natural cycles and give examples using

activities from one’s own life. EXAMPLE(S): day/night, wake/sleep, sunrise/sunset, rainy/dry season, weather changes









Elements of the Standard(s) – What’s the meaning The main concept of this unit is that different objects appear in the sky in the day than at night. Students need to become familiar with the idea that the sun appears during the day while the moon and stars appear at night. It is also during the night that we see constellations. Details associated to this include that there are too many stars to even count. The starts are not arranged nicely to count. Some stars are brighter than others. It is also important to connect to the idea that the sky has patterns of movement. Students need to observe and notice things about the items in the sky. The sun is in different places at different times of the day. The moon changes are shape over time (a pattern repeated every 4 weeks). Seasons are also associated to this, as the moon and sun are higher in the sky at different times of the year. As students make observations about the various objects they




see, they will also be looking for patterns or cycles which relate to their natural world, such as day/night, sunrise/sunset, seasons, etc. Each of these terms of time of day or time of season will need to be introduced and discussed.

Key Vocabulary sun, moon, stars, rainbow, planets, clouds, constellations, seasons, spring, summer, fall, winter, sunrise, sunset, rain, sleet, hail, snow

Links to Prior Learning • Students use their sense of sight

to observe differences during day and night, seasonal changes, and weather.

• Students use their sense of touch to feel the temperature differences during different seasons.

• Students use their sense of hearing to listen to others.

Links to Future Learning Students will study the different phases of the moon, observational patterns of constellations and planets in the night skies, movement of the solar system objects, the water cycle (which includes weather), cloud formations to predict weather, and how weather affects activities and behavior of humans and animals.

Instructional Strategies (EL, SIOP, SPED, Marzano) This is a time to obtain information from students about their thinking and understanding. Cues and questions are meant as a way to gain this knowledge and help direct students. Continue to use the “What do you think?”, “How do you think?”, “Why do you think?”, and “What do you think if …” questions from Quarter 1 to promote higher-level thinking and persistent curiosity of students. (Marzano: Cues, Questions, and Advance Organizers)

Have students find pictures of items that appear during the daytime versus the nighttime. You can also use pictures for students to sort into activities they do during the daytime versus during the nighttime. Ex: eat, sleep, dressed in clothes, dressed in pajamas, dream, etc. (Marzano: Nonlinguistic Representations)

When students compare and/or contrast information they are learning with other information they are learning or with previous information they have learned, they are finding how they are alike and different. Students could use pictures to sort into weather changes. This is difficult to do in Guam when the weather patterns are so

CCSS ELA Support Standards • As you introduce information to students using books,

articles, magazines, or other forms of information in writing, you help students understand the parts of that form of writing and how to find the author and illustrator. As you read to students, you should stop and focus on important information, ask questions about the text to help them focus, and have them make connections to the material. As time progresses and these skills are used over and over with students, start asking more questions of students to check for understanding and do less showing.

• Encourage students to share what they have learned and are learning using paper and pencil, perhaps a science journal for students to record their learning. In the beginning, some students may only be able to demonstrate their learning with drawing and conversations with others. Some students may be willing to use drawing and some




consistent year round. You might need to connect with another state or country where seasons are far more evident to discuss seasons. (Marzano: Identifying Similarities and Differences)

Continue to connect learning to the senses as this will assist both struggling students as well as students learning English. For example, what would we see in the spring that we don’t see in the fall? What would we feel in the winter that we don’t feel in the summer?

words, especially if words are written on word lists for students to use. While some students are electing to use only words, it would be best to have students communicate their learning using a variety of methods: drawings, words, and verbal communication with other people. The other people can be a teacher, a parent, or other students. This also encourages students to practice their listening skills as well as their verbal skills. As the year goes on and the same reading and writing standards are being used, encourage the students to draw, write, and verbally communicate.

Resources & Links to Technology • Literature Connections:

o “The Sun is My Favorite Star” by Frank Asch o “Sun Up, Sun Down: The Story of Day and Night” by Jacqui Bailey o “What Makes Day and Night?” by Franklyn M. Branley o “The Sun: Our Nearest Star” by Franklyn M. Branley o “Why the Sun and Moon Live in the Sky” by Elphinstone Dayrell o “The Sun is Always Shining Somewhere” by Allan Fowler o “Sun Up, Sun Down” by Gail Gibbons o “The Sun” by Seymour Simon


Big Idea 2, Quarter 2 Students will talk about the importance of water to living things.

Essential Question: Why do living things need water? How do living things get water? What are the different ways we use water?



details in a text.


http://www.amazon.com/exec/obidos/ASIN/0152063978/readingrocket-20






http://www.amazon.com/exec/obidos/ASIN/015282782X/readingrocket-20


http://pbskids.org/




K.4.1 Discuss the importance of water. EXAMPLE(S): Tell that organisms need water to live and to remain healthy.

K.RI.2 With prompting and support, identify the main topic and retell key details of a text.

K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.


K.RI.5 Identify the front cover, back cover, and title page of a book. K.RI.6 Name the author and illustrator of a text and define the role of each in




Elements of the Standard(s) – What’s the meaning? The lessons for this Big Idea will have students learn about water and why it’s important to all living things, including themselves. This Big Idea is the start and foundation for biology. Students should specifically explore…

• how living things use water to thrive and survive. • what happens to living things if they are denied water or given too much water. • different ways water is used, such as washing, cooking, cleaning, electricity, etc.

Key Vocabulary organisms, water, plants, animals, living things, importance, thrive, survive


to observe water and how all living things use water to thrive and survive.

• Students use their sense of touch to feel water.


Links to Future Learning As students continue their science learning, they will gain an understanding of what water is and how it affects formation of landforms and weather. They will also continue looking at the effects of water on human, plants, and animal lives, such as what happens to humans, plants, and animals when there is too much or not enough water or when water is polluted and cannot be used.




Instructional Strategies (EL, SIOP, SPED, Marzano) Students will work together with a partner or in small groups. In this Big Idea, student groups could be given a plant to take care of for several weeks. Have each group provide different amounts of water each week or each day to observe the plant. As a group, they could describe the plant each week using their senses. (Marzano: Cooperative Learning)

If you do the above cooperative learning, students can compare and/or contrast how water is impacting all the various plant. (Marzano: Identifying Similarities and Differences) Have students record all the ways they use water each day for a week. Put these ways on notecards to have students find how they could describe how water is used. You can have students create a chart or graphic organizer to describe the ways water is used. (Marzano: Using Cues, Questions, and Graph Organizers)

• Have word lists for students who may have limited language. • Review vocabulary for students to gain an understanding of the words prior to

using them.

CCSS ELA Support Standards • Students should be supported in this Big Idea with making

connections between the ideas of water and the effects they could observe about water as it relates to plants.

• They could also identify with an event if it is a hot day and if no water was present to describe how they would feel.

• If you read a book about walking in the desert on a hot day, students can recall information about the impact of having water or not having water.


o Teacher Created Resources My Science Library Book Set, Grades Pre-Kindergarten - 1st o “On Earth” by G. Brian Karas o “Water” by Penelope Arlon and Tory Gordon-Harris o “Science Arts: Discovering Science Through Art Experiences” by MaryAnn F. Kohl and Jean Potter




http://pbskids.org/




Big Idea 1, Quarter 3 Given examples of different plants and animal life, students will be able to identify how they are alike and how they are different in terms of looks and things they can do.

Essential Question: How are plants and animals the same? How are plants and animals different? How are baby animals similar and different from their parents?

Guam Standards: K.1.1 Raise questions about the natural world. K.2.1 Observe and give examples of plants and animals

identifying how they are alike and how they are different in how they look and in the things they can do.

K.2.2 Describe how babies, or young, are similar to their parents.









Elements of the Standard(s) – What’s the meaning? The Big Idea will focus on finding similarities and differences between plants and animals. These are the critical concepts students to understand.

• Both plants and animals are living things versus nonliving things. • Some characteristics about plant and animals are the same and some are different. Have students describe these two items based on structure,

growth, changes, movements, and basic needs. o Plants need air, water, nutrients, and light to grow. o Animals need air, water, and food to grow. o Animals can use plants as food to grow but plants do not directly use animals to grow.




• Parents and their young (babies) comparing and contrasting characteristics of parents and young, including humans, animals, and plants. Here students should notice things such things as eye colors, hair colors, markings on animals, or same types of leaves for plants.

Key Vocabulary similarities, differences, compare, contrast, features, attributes, characteristics, parents, young


to observe water and how all living things use water to thrive and survive.

• Students use their sense of touch to feel water.

• Students use their sense of hearing to listen to teacher and each other.

Links to Future Learning • In future science learning, students will be expected to find

how parents and their children share attributes and characteristics through DNA/genetics.

• Students will also see how plants and animals rely on each other to survive and thrive in ecosystems. So, they will also make observations about how plants and animals in specific ecosystems are similar.

Instructional Strategies (EL, SIOP, SPED, Marzano) These standards specifically talk about finding similarities and differences. A Venn diagram could be used to find things that are the same and those things that are different between plants and animals. (Marzano: Cues, Questions, and Advance Organizers)

Since students are non-readers at this time, it is important for students to have opportunities to find pictures of babies and their parents to identify similarities. For examples, students can look at a cow and a calf, a dog and its litter of puppies, etc., to discuss how the baby resembles the parent. They can use pictures to match adults and their offspring. (Marzano: Nonlinguistic Representations)

Using a list of items or pictures, have students sort them into living and nonliving. (Marzano: Identifying Similarities and Differences)

CCSS ELA Support Standards Students could be asked to write about how they are like their own parents in terms of their traits as well as their personality and likes and dislikes. Encourage the students to draw, write, and verbally communicate.





o “Science Arts: Discovering Science Through Art Experiences” by MaryAnn F. Kohl and Jean Potter o Teacher Created Resources My Science Library Book Set, Grades Pre-Kindergarten - 1st o “On Earth” by G. Brian Karas


Plants Animals



http://pbskids.org/




Big Idea 1, Quarter 4 Students will be able to describe and categorize objects in terms of properties, such as shapes, form, and texture.

Essential Question: What things are made of plastic, metal, wood, and cloth? How do these objects feel when you touch them?

Guam Standards: K.1.1 Raise questions about the natural world. K.3.1 Describe objects in terms of the materials that make up the

objects. EXAMPLE(S): Describe the materials found in a pencil.




two individuals, events, ideas, or pieces of information in a text.



each in presenting the ideas or information in a text. K.W.3 Use a combination of drawing, dictating, and writing to narrate

a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.


Elements of the Standard(s) – What’s the meaning? In these lessons, students focus on describing objects and the materials which make up those objects. Here it is important to look at nonliving items. Each nonliving item still has a structure and could have a way it moves. Objects have properties such as size, color, shape, texture, weight, flexibility which we use our senses to describe. It can change as well over time like plants and animals but it doesn’t grow or have basic needs as it isn’t alive. Continue to discuss the senses as students think about and describe objects. They will use four of their five senses to help them discover all of the characteristics of the objects (taste should be avoided). It would be good to review aspects of the five senses and adjectives used to describe objects in




the first lessons.

Key Vocabulary attributes, characteristics, make-up, texture, content, materials The words “attributes” and “characteristics” are used to expose students to descriptions of materials, but it is not the expectation that students use these words.

Links to Prior Learning • Students use their sense of sight to

observe attributes and characteristics of objects.

• Students use their sense of touch to feel the various objects and the content of the objects.


Links to Future Learning When students study about matter in the future, they will decompose objects/matter in to smaller parts, such as particles and atoms. They will learn that all matter is made up of particular attributes and characteristics.

Instructional Strategies (EL, SIOP, SPED, Marzano) When students answer questions, elaborate about their answers to get them to focus and/or think at a higher level. When students write or draw in their journals or use any other method for demonstrating their understanding, it is important to give remarks about their thinking and understanding of the concepts. Make comments to explicitly explain concepts and/or ask more questions for clarification, encourage higher-level thinking, and to help students understand any misconceptions they may have obtained. (Marzano: Providing Feedback) Students will work together with a partner or in small groups to identify all the materials that make up items within the classroom and around the school. For example, you might begin with the materials that make up a peanut butter and jelly sandwich. From here, students can example what makes up a sandbox, a pencil, a tape dispenser, a desk, a bike, a game, a video game, etc. Students can use pictures to describe each of the materials. (Marzano: Cooperative Learning)

Put together a group of objects that have some varying properties as well as like properties. Have students sort the objects by different physical properties. One day have them sort by size and another day have them sort by color and another day have them sort the objects by flexibility. (Marzano: Identifying Similarities and Differences)

CCSS ELA Support Standards • As you use different pieces of literature to

help students think about the materials that make up objects, be sure to stop and discuss the title of the book and ask how they know what the cover versus the back cover is. Stop and ask what ideas they think the words will share based on the pictures on the pages.

• You can ask students to use pictures to write a story about making an object by showing all the materials that will make up the object and how it is put together. For example, students could build a tent, put together a race car, or bed. They would identify all the pieces they think they need for each and describe how they go together.

• Finally, when reading about the materials




Sometimes students need to express their ideas and knowledge using pictures rather than words. Often nonlinguistic representation can be combined with writing to better express their knowledge. (Marzano: Nonlinguistic Representations)

• Review vocabulary for students to gain an understanding of the words prior to using them. • Students who have disabilities related to their five senses can explain how they use their other

senses to compensate.

that make up objects, be sure to stop to ask about key details or to ask students to retell how something is made that was described in the reading.


o Teacher Created Resources My Science Library Book Set, Grades Pre-Kindergarten - 1st o “Science Arts: Discovering Science Through Art Experiences” by MaryAnn F. Kohl and Jean Potter


Big Idea 2, Quarter 4 Students will be able to list/illustrate 5 tools found around the house and describe their functions.

Essential Question: Why do tools make our job easier? What tools do you use around the house to make work easier?







unknown words in a text. K.RI.5 Identify the front cover, back cover, and title page of a book. K.RI.6 Name the author and illustrator of a text and define the role of

each in presenting the ideas or information in a text.



http://pbskids.org/






Elements of the Standard(s) – What’s the meaning? Lessons for this Big Idea will focus on students identifying tools and how these tools make life easier for people. Students should have opportunities to:

• Identify tools they use in school, such as pencils, crayons, scissors, etc. • Identify tools they use at home, such as a can opener, a door bell, a dishwasher, a washing machine, a shovel, a mop, etc. • Discuss how each took makes it easier to complete certain task (For example, a mop cleans the floor faster, you don’t have to be on your knees

with a small rag, and your hands don’t get wet and dirty. A shovel digs out more dirt than your hands, it cuts through dirt that is really hard, and you don’t get cut on sharp rocks or other materials that are in the soil.)

Key Vocabulary simple tools, features, jobs


observe attributes and characteristics of the tools.

• Students use their sense of touch to feel the various tools and decide how the different textures make the tools the best for their use.


Links to Future Learning As students progress in their science learning, they will continue to explore simple machines. They will explore how they work, why they were created, and how they make life easier. They will also explore how simple machines are used to create more complex machines—thus, the evolution of machines.

Instructional Strategies (EL, SIOP, SPED, Marzano) Students will work together with a partner or in small groups using tools in the classroom, such as a group cutting with scissors for a project versus how they would do the same thing without scissors. Another group might have a ruler as a tool to draw straight lines versus trying to draw without a ruler. Another group might be trying to clean the floor or carpet both with and without a vacuum. Each group should discuss how the tool works and how it changes how you can do a job.

CCSS ELA Support Standards • This is a great place to use story books to

provide students with examples of tools that help us do jobs. Be sure you are prompting students and asking key questions about how the tools help make completing a job much




(Marzano: Cooperative Learning)

Students might do a search around the school for tools that make a job easier. They take clipboards to draw pictures of the tools and how it helps. They can also use magazines or store ads to cut out tools that assist them at their home. (Marzano: Nonlinguistic Representations)

• Review vocabulary for students to gain an understanding of the words prior to using them. • Work directly with a small group of students who may need extra assistance.

easier. If you choose books that use the same tool, have students discuss if the tool worked the same way for both jobs.

• Students can create a story using pictures and diagrams to show how a tool helps them get a job done and why the tool makes the job easier.


o “Simple Machines (Starting with Science)” by Deborah Hodge and Ray Boudreau o “Explore Simple Machines!: With 25 Great Projects (Explore Your World series)” by Anita Yasuda o “How Do You Lift a Lion? (Wells of Knowledge Science Series)” by Robert E. Wells

• Ramps 1: Let it Roll (Lab experiment) • Simple Machines • Lessons and Information about Simple Machines

Big Idea 3, Quarter 4 Students need to understand that an object must be held by another object in order for it not to fall to the ground.

Essential Question: Why does something have to be held so it does not fall to the ground? What happens to objects when you let go of holding them? Why do you think this happens?


K.3.3 Recognize and demonstrate that things that are close to the ground fall unless something holds them up.





unknown words in a text.


http://www.amazon.com/Simple-Machines-Starting-Science-Deborah/dp/1550743996/ref=sr_1_1?ie=UTF8&qid=1380603126&sr=8-1&keywords=simple+machines+for+kids

http://www.amazon.com/Deborah-Hodge/e/B001KIUU4W/ref=sr_ntt_srch_lnk_1?qid=1380603126&sr=8-1

http://www.amazon.com/Explore-Simple-Machines-Great-Projects/dp/1936313820/ref=sr_1_2?ie=UTF8&qid=1380603126&sr=8-2&keywords=simple+machines+for+kids

http://www.amazon.com/Anita-Yasuda/e/B001HD387G/ref=sr_ntt_srch_lnk_2?qid=1380603126&sr=8-2

http://www.amazon.com/Lift-Wells-Knowledge-Science-Series/dp/0807534218/ref=sr_1_3?ie=UTF8&qid=1380603126&sr=8-3&keywords=simple+machines+for+kids

http://www.amazon.com/Robert-E.-Wells/e/B001JRUMJC/ref=sr_ntt_srch_lnk_3?qid=1380603126&sr=8-3

http://sciencenetlinks.com/lessons/ramps-1-let-it-roll/

http://physics.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=physics&cdn=education&tm=21&f=00&tt=11&bt=3&bts=32&zu=http%3A//edheads.org/activities/simple-machines/

http://www.thomasnet.com/articles/machinery-tools-supplies/simple-machine-guide




each in presenting the ideas or information in a text. K.W.3 Use a combination of drawing, dictating, and writing to narrate a

single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.


Elements of the Standard(s) – What’s the meaning? These standards have students learning that gravity is an invisible force which pulls objects to the ground. Students will learn…

• gravity is an invisible force. • gravity keeps them and things from floating away. • gravity will force an object fall to the ground unless something else must hold it up.

Key Vocabulary gravity, force, pull


observe what happens to objects which are held above the ground do not have something holding them.


Links to Future Learning As students continue in their science learning, they will encounter more work with forces, including gravity. Students will also examine why the force of gravity is important to how our world works and functions. Without gravity, we would not have seasons, weather, plants growing, pollination, etc.

Instructional Strategies (EL, SIOP, SPED, Marzano) When students answer questions, elaborate about their answers to get them to focus and/or think at a higher level. When students write or draw in their journals or use any other method for demonstrating their understanding, it is important to give remarks about their thinking and understanding of the concepts. Make comments to explicitly explain concepts and/or ask more questions for clarification, encourage higher-level thinking, and to help students understand any misconceptions they may have obtained. (Marzano: Providing Feedback)

CCSS ELA Support Standards • This is a difficult concept for students at this

age. It is important to use story books and other text to help make sense of gravity.

• Using some of the resources below, ask students how the pictures help us understand if an object is going to fall or stay in place. Have them identify the specific facts or




Students can use several objects to test ideas related to gravity. The objects can be different colors, different weights, and/or different sizes. Some objects can be toys with others being food or school items. Students watch and observe what happens when the object is set on the table versus if it pushes over the edge of the table. They are observing what happens to the object and what makes it fall. (Marzano: Identifying Similarities and Differences)

• Review vocabulary for students to gain an understanding of the words prior to using them.

evidence that support their thinking. • Ask students to retell key information about

the foundational ideas about gravity from the story.

• Have students draw pictures of objects that will stay in place and objects that will fall.


o “Forces Make Things Move (Let's-Read-and-Find... Science 2)” by Kimberly Brubaker Bradley and Paul Meisel o “What Is Gravity? (Rookie Read-About Science)” by Lisa Trumbauer o “Gravity Is a Mystery (Let's-Read-and-Find... Science 2)” by Franklyn M. Branley and Edward Miller

• Why Thing Fall to the Ground (Video) • How Stuff Works: Gravity (To illustrate gravity)


http://www.amazon.com/Forces-Things-Lets-Read---Find-Out-Science/dp/006445214X/ref=sr_1_1?ie=UTF8&qid=1380603570&sr=8-1&keywords=force+and+gravity+for+kids

http://www.amazon.com/Kimberly-Brubaker-Bradley/e/B001ILFOVU/ref=sr_ntt_srch_lnk_1?qid=1380603570&sr=8-1

http://www.amazon.com/Paul-Meisel/e/B001IGLZ6I/ref=sr_ntt_srch_lnk_1?qid=1380603570&sr=8-1

http://www.amazon.com/What-Gravity-Rookie-Read-About-Science/dp/0516258443/ref=sr_1_1?ie=UTF8&qid=1380603626&sr=8-1&keywords=gravity+for+kids

http://www.amazon.com/Lisa-Trumbauer/e/B001ITXJ2S/ref=sr_ntt_srch_lnk_1?qid=1380603626&sr=8-1

http://www.amazon.com/Gravity-Mystery-Lets-Read---Find-Out-Science/dp/0064452018/ref=sr_1_3?ie=UTF8&qid=1380603626&sr=8-3&keywords=gravity+for+kids

http://www.youtube.com/watch?v=Abxukbz32Y8

http://shows.howstuffworks.com/stuff-to-blow-your-mind/51310-stuff-to-blow-your-kids-mind-gravity-video.htm



Content: Science Grade/Course: Kindergarten Timeline: 30 minutes Science Standard(s):

K.1.1 Raise questions about the natural world. K.1.2 Make and discuss observations using the five senses.


CCSS ELA Standards:

K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or

pieces of information in a text. K.RI.4 With prompting and support, ask and answer questions about unknown words in a text. K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely

linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.


Lesson Overview: This is a beginning lesson where students use their five senses. They will draw and describe an object using class made word lists.


• Use their five senses to describe the world around them by applying the appropriate body part(s) and function(s).

Vocabulary: (Use these words mostly verbally with students. However, do add them to a word list for students to see.) attributes, characteristics

Focus Question(s): What are our five senses?

Description of Lesson (including instructional strategies): Anticipatory Set:

• Ask students the focus question, “What are our five senses?”, and write their answers on chart paper. • Read children’s literature about the five senses. See Resources for a list of possible books and authors. • Make a class list of attribute words for describing objects using the five senses. The words on this list

will be used by students during the activity. Suggestion: Make a chart (Marzano, Cues, Questions, and Advance Organizers) with one of each of the five senses as a title and place the words students come up with in the appropriate column(s). If you need to get students started brainstorming words or they don’t get all of the words, give them suggestions.

EXAMPLE OF CHART PAPER:

Five Senses Sight Touch Hearing Taste Smell

EX: color, big, bright

EX: smooth, furry EX: loud, boom EX: sweet, bitter, salty

EX: stinky, rotten eggs




Instruction and Strategies: Explain to students that they need to pick an object from inside the classroom and take it back to their seat. Suggestion: You may want to have a bucket of objects, which you know are clean, because students will be trying to taste them. You can then also have some food objects for them to taste. They are going to share their object with a partner (as a teacher you decide how you want them to get with a partner) (Marzano: Cooperative Learning). Students will be using a worksheet that has two blank charts (see below for an example of chart). Both students draw the objects each student selected (Marzano: Nonlinguistic Representations) and write words that describe that object. The top of the chart will have a place for students to draw their object and labeled columns for students to write the words that describe their object using that sense. Remind them that they can use the word lists for their words.

EXAMPLE OF ½ OF WORKSHEET:

(Drawing of Object)

Sight Touch Hearing Taste Smell

Guided Practice: As students work together with their objects, circulate and ask them questions about their objects. If students have not written down some attribute/characteristic or are not using all of their senses about their objects, ask them questions that will lead them to that attribute/characteristic. Possible Questions:

• Using my sense of (give a sense), I notice that the object is (use a word from word list to describe the object using that sense).

• What is another attribute you can tell me about the object using the sense of (give a sense)? • How could you describe a characteristic of your object using the sense of (give a sense)? • I noticed that you have not used your sense of (give a sense), what attribute could you get from that

sense? Formative Assessment:

• Checklist of students’ skills in using their senses and word list • Collect students’ papers and check to see if they used attribute/characteristic words from the word list

and if the words are in the correct column(s). Closure: When all students have had a chance to share their objects and have drawn the objects and listed words to describe them, the class is brought back together as a whole group to share what they discovered. ***Collect objects after students have used them, and clean them before putting them out again.





Accommodations/Modifications: • When pairing up students, make certain students will work well together, and put students who need

more assistance with students who are willing and capable of assisting others. • Students who have physical limitations of senses do not have to complete the entire worksheet, but

allow them to explain how they compensate. Resources (Textbook and Supplemental): 1. My Five Senses by Aliki 2. You Can’t Taste a Pickle With Your Ear by Harriet Ziefert 3. You Can’t Smell a Flower With Your Ear by Joanna Cole 4. The 5 Senses by Nuria Roca 5. Smell by Maria Rius 6. Touch by Maria Rius 7. Hearing by Maria Rius 8. Taste by Maria Rius 9. Sight by Maria Rius 10. The Listening Walk by Paul Showers


http://www.amazon.com/My-Five-Senses-Big-Book/dp/0060200502/ref=sr_1_1?ie=UTF8&s=books&qid=1232229477&sr=1-1/kinderplans-20

http://www.amazon.com/Cant-Taste-Pickle-Your-Cant%C3%83%C2%A0seies/dp/1593541724/ref=sr_1_1?ie=UTF8&s=books&qid=1232229697&sr=8-1/kinderplans-20

http://www.amazon.com/Smell-Flower-Aboard-Science-Reader/dp/0448404699/ref=sr_1_1?ie=UTF8&s=books&qid=1232229753&sr=1-1/kinderplans-20

http://www.amazon.com/Senses-Lets-Learn-About/dp/0764133128/ref=sr_1_2?ie=UTF8&s=books&qid=1232229794&sr=1-2/kinderplans-20

http://www.amazon.com/Smell-Five-Senses-Maria-Rius/dp/0812035658/ref=sr_1_1?ie=UTF8&s=books&qid=1232229849&sr=1-1/kinderplans-20

http://www.amazon.com/Touch-Five-Senses-Maria-Rius/dp/0812035674/ref=sr_1_1?ie=UTF8&s=books&qid=1232229917&sr=1-1/kinderplans-20

http://www.amazon.com/Hearing-Five-Senses-Maria-Rius/dp/0812035631/ref=sr_1_1?ie=UTF8&s=books&qid=1232229962&sr=1-1/kinderplans-20

http://www.amazon.com/Taste-Five-Senses-Maria-Rius/dp/0812035666/ref=sr_1_1?ie=UTF8&s=books&qid=1232230022&sr=1-1/kinderplans-20

http://www.amazon.com/Sight-Five-Senses-Maria-Rius/dp/081203564X/ref=sr_1_1?ie=UTF8&s=books&qid=1232230062&sr=1-1/kinderplans-20

http://www.amazon.com/Listening-Walk-Paul-Showers/dp/0064433226/ref=sr_1_1?ie=UTF8&s=books&qid=1232230106&sr=1-1/kinderplans-20



Exploring Our Senses

Five Senses


Student Exploration of Senses

(Drawing of Object)






K.1.1 Raise questions about the natural world. K.4.2 Observe and describe objects seen in the sky during the day and during the night.

CCSS ELA Standards:

K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or

pieces of information in a text. K.RI.4 With prompting and support, ask and answer questions about unknown words in a text. K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely



Lesson Overview: During this lesson, students will place familiar objects found in the day and night skies and place them correctly unto a Venn diagram. The Venn diagram will be two circles: one for day and one for night. The overlapping circles will be for both day and night skies. Students will have pictures of objects found in the day and night skies. They will glue the pictures in one of the three areas. At the end, they will describe how the objects in the day and night skies are the same and how they are different.


• Determine the objects seen in the day sky and the night sky.

• Compare and contrast the objects in the day and night skies.

Vocabulary: Sun, moon, stars, rainbow, planets, clouds, constellations

Focus Question(s): • How are the objects seen in the day sky the same

as at night? • How are the objects seen in the day sky different

from the night sky? Description of Lesson (including instructional strategies):

Anticipatory Set: Bring the class together as a whole group. Walk outside to have students observe and describe things they see in the sky. Come back inside. Brainstorm objects students can name that they see in the day if it was raining or a different type of weather. Brainstorm how the sky looks different at nighttime. Have them share what they would see. Write their brainstorm ideas on chart paper. Read a book or two about objects found the in the sky. Make certain these books talk about the day and night skies. (See Resources for possible books) After reading the books, review the brainstorm list of object. With students’ input, add or delete objects from the list.




Instruction and Strategies: Have a collection of pictures you can use and draw a large Venn diagram similar to the one that students will use later. You can create some of these pictures from the list that students provided in the brainstorm as well as those that were added from the text. Discuss with students how the picture is either an item we see during the day or during the night or whether we can see it both during the day and at night. Place the item on the Venn diagram to show how these items classify into daytime or nighttime. Guided Practice: Give students the pictures of the objects. Have them color and label the objects using the word list. Give students their own Venn diagram. Discuss with the class what each circle represents and the middle section is for both. Have students cut out the colored and labeled sun. Then ask them where on the Venn diagram they believe the sun should be glued. Get students to explain their reasoning. Take your sun and glue it in the “Day Sky” section. Discuss with the students why you selected your spot. Have students take the stars and discuss with their partner where they believe the stars should be placed on the Venn diagram. After a couple of minutes of discussion, ask students to share where they believe the stars should be placed on the Venn diagram. Take your stars and place them in the “Night Sky” section of the Venn diagram, explaining your reasoning for doing so. Finally, as a whole group, do the moon. Follow the same steps as with the sun and stars. Have the students complete the Venn diagram with the rest of the objects with their partners. Walk around the class to observe the students as they are working. Ask questions to help students focus or fix errors. Possible questions: Why did you place [object] in that section? Could [object] go in this section? Why or why not? When the class has completed their Venn diagram, have different students share out where they put their objects and why they put them in the section. As each object is discussed, place your object on your Venn diagram, with explanation. Formative Assessment:

• Observation of students’ input during the whole group, working with a partner, and sharing out • Students’ Venn diagrams can be used to assess student understanding.

Closure: Summarize for students how the sky has things in it during the daytime and some of those are different during nighttime. Ask students share with a partner two things they would like to see in the nighttime sky if they could stay up and didn’t have to sleep. Independent Practice: This concept is not yet fully developed for students to work independently.

Accommodations/Modifications: • Students who need more assistance can work in a small group with you or get partnered with students

who are willing and capable of assisting. • Students who have not fine motor skills can have their objects already cut out for them. • If students need more movement with the activity, instead of students having a worksheet with a Venn

diagram, give each pair two hula-hoops. The students will lay the hula-hoops so they look like Venn diagrams. Have labels for them to place in the different areas. Then they can place the pictures in the sections using hula-hoops. You will need to observe where the students place items and have them




explain their reasoning. When an object has been placed, as a whole group students can share out their placement and reasoning. Place your piece in the correct section and give your reasoning.




Resources (Textbook and Supplemental): Possible books for read aloud.

• The Sun is My Favorite Star by Frank Asch • Sun Up, Sun Down: The Story of Day and Night by Jacqui Bailey • What Makes Day and Night? by Franklyn M. Branley • The Sun: Our Nearest Star by Franklyn M. Branley • Why the Sun and Moon Live in the Sky by Elphinstone Dayrell • The Sun is Always Shining Somewhere by Allan Fowler • Sun Up, Sun Down by Gail Gibbons • The Sun by Seymour Simon

Possible Graphics for activity:








http://www.amazon.com/exec/obidos/ASIN/015282782X/readingrocket-20




Objects in the Sky

Name: _____________________________________________________________________________

Day Sky Night Sky




Cut out the following objects. Then glue them in the correct section of the Venn diagrams. Remember the middle section is for those objects which fit both the day and night sky.





K.2.1 Observe and give examples of plants and animals identifying how they are alike and how they are different in how they look and in the things they can do.

CCSS ELA Standards:


Lesson Overview: In this lesson, students are sorting plants and animals by comparing basic needs.


• Recognize and identify the basic needs that are similar between plants and animals by sorting pictures provided for them.

Vocabulary: Life, plant, animal, alike, same, similarities, air, water, food, sun

Focus Question(s): How are plants and animals the same in their basic needs?

Description of Lesson (including instructional strategies): Anticipatory Set: Use the attached Plants and Animals PowerPoint presentation. Students will watch and interact with the PowerPoint presentation that introduces the basic needs of plants and animals. There are questions built into the presentation to get students engaged. Instruction and Strategies:

• Tape two hula hoops (Marzano: Identifying Similarities and Differences) to the board like this: • Label the left diagram “Plants.” • Label the right diagram “Animals.” • Label the center “Same.” • Model one object that is the same for both plants and

animals. • Pictures for this activity (Hula Hoop Pictures attached

below).

• Have pictures of the necessities, like sun, water, air, and food, that both plants and animals need. • Also include pictures that are not related to plants and animals. • Have students decide which picture is needed for both plants and animals. • Have one student at a time place the picture in the center of the two hula hoops. • Have the student explain why they need that particular item.

Guided Practice: Plants and Animals worksheet (Venn Diagram attachment below) Students will work in small groups (Marzano: Cooperative Learning) to place the correct basic needs on the Venn diagram on the worksheet as you actively monitor groups.




Formative Assessment: Students will be able to complete the cut and paste (attachment 2 below) worksheet on similarities between plants and animals. Closure: Differences Between Plants and Animals (Video) Students will watch a short video clip reviewing the basic needs of plants and animals. Ask students the following questions as they use thumbs up to check for understanding.

• When I call on you, tell me what one basic need for plants and animals. • Students will show using their thumbs to show if student called on provided the correct answer. • Why is that basic need important? • Think, pair share with a partner and discuss why basic needs are important.


Accommodations/Modifications: Students can choose between pictures instead of verbally giving answer. Resources (Textbook and Supplemental): • The Needs of a Plant (video) • The Needs of an Animal (video)


http://www.youtube.com/watch?v=Fu-w3O3Y0wE

http://www.youtube.com/watch?v=OQT6piZOX7c&feature=youtu.be

http://www.youtube.com/watch?v=j2fRMhYP5n8&feature=youtu.be



Name ____________________________

Plants and animals have basic needs. Cut and paste the pictures in the correct area of the circles

same




Cut on the line and paste the basic needs that are the same for both plants and animals in the correct area of the circle.

air soil shelter sunlight

Water Place to grow Food




Name ____________________________________ Date ______________

Similarities between plants and animals

Animals

Plants




-------------------------------------------------------------------------------------------------------------------------------------------------------




Pictures for Hula Hoop Exercise







Content: Science Grade/Course: Kindergarten Timeline: 40 minutes Science Standard(s): K.5.1 Identify tools found around the home and recognize that tools make it easier to do certain jobs.

EXAMPLE(S): Construct simple tools, such as paper clocks.

CCSS ELA Standards: K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely


K.SL.1a Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups: Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Lesson Overview: In this lesson, students will be able to identify and match a tool to its specific job and explain how it makes the job easier.


• Identify and match a household tool to its specific job using picture cards.

• Describe how each tool makes that specific job easier.

Vocabulary: Tool, hammer, drill, saw, screw driver, nails, wrench, functions,

Focus Question(s): How do tools make jobs easier?

Description of Lesson (including instructional strategies): Anticipatory Set: Ball Toss: Model how to perform the ball toss. Students will form a circle. They will say a tool that they already know and then toss the ball to another student, who will in turn state another tool they might know. For students who do not give an answer, provide guided questions to help them come up with a tool that they may have used in the morning. Instruction and Strategies: Tools and Jobs (PowerPoint) The PowerPoint presentation will show a picture of a tool. Ask: “Why do we need this tool?” Students will offer suggested reasons why the tool is needed. The next picture in the presentation will show what the tool is needed for and ask a question about how we could do the job without that particular tool. Discussion will follow about how the tool makes the job easier. Guided Practice: Before the lesson, print out the slides in the PowerPoint to create the picture cards. Students will match pictures of jobs with the pictures of their specific tool. Give each student a picture card of jobs or tools. Students then find the person that has their matching tool or job. (Marzano: Cooperative Learning) For cooperative learning, students will then discuss how their tool will make the job easier with their partner. Formative Assessment: Students will complete a worksheet where they must cross out the picture(s) that does not belong with the tool. (See attached worksheet)




Closure:

• Gather students to the carpet and give each one a job picture card. • Students, one by one, will act out and see if the rest of the students can guess the tool and the job.


Accommodations/Modifications: Pre assign a buddy to students who need more assistance. Resources (Textbook and Supplemental):

• Tools and Jobs (PowerPoint) • Tools Worksheet (Attached below)




Name___________________________________________ Date____________________

Tools Worksheet

Cross out (X) the one that does not belong with the correct tool.


http://www.bing.com/images/search?q=watch&qs=n&form=QBIR&pq=watch&sc=0-0&sp=-1&sk=#view=detail&id=1B1AA9B0178E5339CD20DD005456DC29DC0D222F&selectedIndex=1

http://www.bing.com/images/search?q=dirty+floor+clip+art&qs=n&form=QBIR&pq=dirty+floor+clip+art&sc=0-0&sp=-1&sk=#view=detail&id=CF053FA0298691D705F02B067350A38E969FF33F&selectedIndex=31

http://www.bing.com/images/search?q=watch&qs=n&form=QBIR&pq=watch&sc=0-0&sp=-1&sk=#view=detail&id=1B1AA9B0178E5339CD20DD005456DC29DC0D222F&selectedIndex=1�

http://www.bing.com/images/search?q=dirty+floor+clip+art&qs=n&form=QBIR&pq=dirty+floor+clip+art&sc=0-0&sp=-1&sk=#view=detail&id=CF053FA0298691D705F02B067350A38E969FF33F&selectedIndex=31�

GUAM District Level Curriculum Alignment Grade K – HSS


Standard Number GDOE Content Standard SAT 10 Objectives Standard 1: Culture

K.1.1 Identify and describe family or community members who promote the welfare and safety of children and adults.

-Understand family life

Standard 1: Culture

K.1.2 Use the word because in the context of stories or personal experiences correctly.

N/A

Standard 2: History

K.2.1 Identify sequential words—first, next, last—in stories used to describe personal experiences.

-Interpret a time line

Standard 2: History

K.2.2 Use the following words and phrases related to chronology and time correctly: now, long ago, before, after; morning, afternoon, night; today, tomorrow, yesterday; last or next week, month, year; and present, past, and future tenses of verbs.

N/A

Standard 2: History

K.2.3 Tell important events in students’ own and their families’ lives in chronological order.

-Interpret a time line -Determine a sequential order of events

Standard 2: History

K.2.4 Identify and describe the events celebrated during local or national holidays and why we celebrate them.

-Identify a national holiday

Standard 3: Geography K.3.1 Identify and recognize the difference between maps and globes.

-Recognize a map symbol -Apply a map key -Identify a location on a globe

Standard 3: Geography K.3.2 Use words and phrases that indicate locations, directions, chronology, and time.

-Analyze spatial relationships

Standard 3: Geography K.3.3 Identify and recognize places at home, at school, and community locations.

N/A

Standard 3: Geography K.3.4 Recognize the map of Guam. -Recognize a map symbol Standard 4: Government and Civics

K.4.1 Retell stories that illustrate honesty, courage, friendship, respect, responsibility, and the wise or judicious exercise of authority, and explain how the characters in the stories show these qualities.

-Identify elements of patriotism




Standard Number GDOE Content Standard SAT 10 Objectives Standard 4: Government and Civics

K.4.2 Demonstrate that being a good citizen involves the following: • Taking turns and sharing • Taking responsibility for certain classroom chores • Taking care of personal belongings and respecting what belongs to others • Following rules and understanding the consequence of breaking rules • Practicing honesty, self-control, and kindness to others • Participating in decision making in the classroom • Participating successfully in group settings

-Evaluate the need to obey rules and laws -Understand the responsibilities of a citizen -Recognize ways to follow rules -Evaluate ways to resolve conflicts -Understand the responsibilities of belonging to a group

Standard 4: Government and Civics

K.4.3 Recognize the American and Guam flags and identify the president as the leader of the U.S. and the governor the leader of Guam.

-Identify a famous American -Identify a patriotic symbol -Identify a U.S. patriotic symbol -Identify a historical figure


K.4.4 Recognize the Pledge of Allegiance. -Understand the responsibilities of belonging to a group -Identify a U.S. patriotic symbol -Understand the responsibilities of a citizen -Identify elements of patriotism


K.4.5 Give examples that show the meaning of the following concepts at home, in school, and in the community: • Authority • Fairness • Justice • Responsibility • Rules

-Recognize people who enforce rules -Identify elements of patriotism -Recognize an authority figure


K.4.6 Explain the purpose of laws in the community and how they are enforced.

-Recognize people who enforce rules -Identify rights and responsibilities of citizenship -Recognize an authority figure




Standard Number GDOE Content Standard SAT 10 Objectives -Identify elements of patriotism

Standard 5: Economics K.5.1 Give examples from the community of different kinds of jobs that people do, including the work they do at home.

-Understand the responsibilities of belonging to a group -Understand family life -Understand the responsibilities of a citizen

Standard 5: Economics K.5.2 Match simple descriptions of work that people do with the names of those jobs found in the community.

-Understand the responsibilities of a citizen

Standard 5: Economics K.5.3 Recognize that people make choices based on available options or because they cannot have everything.

-Identify wants and needs -Distinguish between wants and needs -Evaluate ways to obtain wants and needs

Standard 5: Economics K.5.4 Explain that people work to earn money to buy the things they need and want.

-Determine the role of a producer -Evaluate ways to obtain wants and needs -Recognize goods and services -Examine economic choices

Standard 5: Economics K.5.5 Use words relating to work, such as jobs, money, buying, and selling.

-Examine economic choices


GUAM District Level Curriculum Map Grade K – Social Science Quarter 1


Big Idea 1, Quarter 1: Students will make connections between home and school and how those relate to themselves.

Essential Question(s): What are our roles and why are they important? How does family influence the community? How is each individual special? How are you special?

Guam Standards: K.1.1 Identify and describe family or community members

who promote the welfare and safety of children and adults.

K.3.3 Identify and recognize places at home, at school, and community locations.


CCSS ELA Support Standards: K.RI.10 Actively engage in group reading activities with purpose and

understanding.








K.5.3 Recognize that people make choices based on available options or because they cannot have everything.





Big Idea 2, Quarter 1: Students will understand the importance of holidays and events.

Essential Question(s): How and why do we celebrate holidays? Why are events important to you? Why are symbols significant to history?

Guam Standards: K.2.2 Use the following words and phrases related to chronology

and time correctly: now, long ago, before, after; morning, afternoon, night; today, tomorrow, yesterday; last or next week, month, year; and present, past, and future tenses of verbs.


K.3.2 Use words and phrases that indicate locations, directions, chronology, and time. EXAMPLE(S): Up, down, left, right

K.4.3 Recognize the American and Guam flags and identify the president as the leader of the U.S. and the governor the leader of Guam.

K.4.4 Recognize the Pledge of Allegiance.

CCSS ELA Support Standards: K.RI.3 With prompting and support, describe the connection

between two individuals, events, ideas, or pieces of information in a text.















Big Idea 1, Quarter 2: Students will understand how to be a good citizen.

Essential Question(s): How should we show respect? How do we practice the qualities of being a good citizen? How do story characters influence our behavior?

Guam Standards: K.1.1 Identify and describe family or community members who

promote the welfare and safety of children and adults.

K.1.2 Use the word because in the context of stories or personal experiences correctly.

K.4.1 Retell stories that illustrate honesty, courage, friendship, respect, responsibility, and the wise or judicious exercise of authority, and explain how the characters in the stories show these qualities.


CCSS ELA Support Standards: K.RI.1 With prompting and support, ask and answer questions about key


details of a text. K.RI.4 With prompting and support, ask and answer questions about

unknown words in a text. K.RI.5 Identify the front cover, back cover, and title page of a book.









Big Idea 2, Quarter 2: Students will tell important events of their family life.

Essential Question(s): How do we use key words to help us describe past events? How has my family changed throughout the years? Why is a timeline important?

Guam Standards: K.2.1 Identify sequential words—first, next, last—in stories

used to describe personal experiences.

K.2.2 Use the following words and phrases related to chronology and time correctly: now, long ago, before, after; morning, afternoon, night; today, tomorrow, yesterday; last or next week, month, year; and present, past, and future tenses of verbs.



K.3.2 Use words and phrases that indicate locations, directions, chronology, and time. EXAMPLE(S): Now, long ago, before, after

CCSS ELA Support Standards: K.RI.7 With prompting and support, describe the relationship

between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).








Big Idea 3, Quarter 2: Students will understand what makes up their community.

Essential Question(s): How do laws affect the community? What are the attributes of workers in the community? How is fairness and justice important in the community?

Guam Standards: K.3.3 Identify and recognize places at home, at school, and

community locations.




K.5.1 Give examples from the community of different kinds of jobs that people do, including the work they do at home.

CCSS ELA Support Standards: K.RI.7 With prompting and support, describe the relationship between

illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).










K.5.2 Match simple descriptions of work that people do with the names of those jobs found in the community.





Big Idea 1, Quarter 3: Students will recognize and understand maps and globes.

Essential Question(s): How are maps and globes different? How do we use maps and globes? Why are maps and globes important?

Guam Standards: K.3.1 Identify and recognize the difference between maps and

globes.

K.3.2 Use words and phrases that indicate locations, directions, chronology, and time. EXAMPLE(S): Near and far

K.3.4 Recognize the map of Guam.









Suggested Timeline: 2 weeks *Big ideas from previous quarters will be carried over to 3rd quarter.




Big Idea 1, Quarter 4: Students will identify the differences between needs and wants.

Essential Question(s): How do we get what we need? How can we distinguish between needs and wants? How do we earn money?

Guam Standards: K.4.1 Retell stories that illustrate honesty, courage, friendship,

respect, responsibility, and the wise or judicious exercise of authority, and explain how the characters in the stories show these qualities.


K.5.4 Explain that people work to earn money to buy the things they need and want.

K.5.5 Use words relating to work, such as jobs, money, buying, and selling.

CCSS Literacy Standards: K.RI.8 With prompting and support, identify the reasons an author

gives to support points in a text. K.RI.9 With prompting and support, identify basic similarities in and

differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).



K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.



Suggested Timeline: 2 weeks *Big ideas from previous quarters will be carried over and reviewed in 4th quarter.


GUAM District Level Curriculum Guide Grade K – HSS Quarter 1


Big Idea 1, Quarter 1 Students will make connections between home and school and how those relate to themselves.

Essential Question(s): What are our roles and why are they important? How does family influence the community? How is each individual special? How are you special?


promote the welfare and safety of children and adults. K.3.3 Identify and recognize places at home, at school, and

community locations. K.4.2 Demonstrate that being a good citizen involves the

following: • Taking turns and sharing • Taking responsibility for certain classroom chores • Taking care of personal belongings and respecting what belongs to others • Following rules and understanding the consequence of breaking rules • Practicing honesty, self-control, and kindness to others • Participating in decision making in the classroom • Participating successfully in group settings



CCSS ELA Support Standards: K.RI.10 Actively engage in group reading activities with purpose and

understanding. K.W.1 Use a combination of drawing, dictating, and writing to compose

opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).






Elements of the Standard(s) – What’s the meaning? Students will be able to identify and describe key family or community members who have an impact on their lives (K.1.1.) at home, at school and in the community (K.3.3). They will begin developing citizenship by identify the positive traits (e.g., fairness, justice, respect, honesty, responsibility) through stories heard in class (K.4.5.). They will demonstrate good citizenship at school through their behavior throughout the day (e.g., taking turns, sharing, classroom chores, following rules, kindness to others, participating in group settings) (K.4.2). Developmentally, young students need to have a visual representation of these actions, such as a behavior chart for positive citizenship. To make students conscious of good choices, we need to provide clear examples and non-examples (K.5.3). Through good citizenship behavior/good choices, draw a connection for students to see that they have a valuable place within the classroom community. Each student needs recognition that they offer a special contribution or idea that makes the classroom community whole. Key Vocabulary community, citizen, responsibility, chores, respect, self-control, authority, fairness, justice, behavior, justice

Links to Prior Learning Assist students in connecting their observations of the world around them (home, school, community) with the key people that they may have noticed. Students explored their community to identify people who promote welfare and safety for children and adults (e.g. firemen, police, doctors, and crossing guards) (K.1.1.).

Links to Future Learning • Students will extend demonstrating citizenship to

include explaining rules and consequences (1.4.4). • They will take part in the voting process when making

classroom decisions and describe actions that can improve the schools and community (2.4.1).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Students collaborate with prompting and support to categorize chores and

responsibilities at home, school and community (K.4.2). • Student volunteers act out examples and non-examples of good citizenship (e.g.,

sharing vs. not sharing, being friendly vs. unkind, honest vs. not honest) for the rest of the class (K.4.5). Using physical models, hands-on, and movement is a Marzano and SIOP strategy that supports SPED sensory learning.

• Students create illustrations with text of examples of good citizenship (K.4.5, K.W.2). Using illustrations or non-linguistic representations for vocabulary words or concepts strengthens the definition connection for students (Marzano, SIOP and SPED).

CCSS ELA Support Standards The students are going to hear and observe reading of stories that provide examples (and non-examples) of good citizenship (K.RI.10). With guidance and support from adults, they can recall information (K.W.8) that they heard to create opinion pieces such as “I would like to be a fireman because…” (K.W.1) or informational pieces (K.W.2) using a combination of drawing, dictating and writing.




• Students create illustrations with text of examples of key community members who promote the welfare and safety of children and adults (e.g., doctors, police, firemen, crossing guard) (K1.1.). Using illustrations or non-linguistic representations for vocabulary words or concepts strengthens the definition connection for students (Marzano, SIOP and SPED).

• Invite community helpers in to talk with students about their role (e.g., crossing guard, city librarian, police officer) (K.1.1).

• Encourage students to share positive acknowledgements about their peers (e.g., “She helped me on the swings.” “He shared the sand toys with me.” “She helped me carry all the books to the library.”) (K.4.2).

Resources & Links to Technology • http://www.corestandards.org/ELA-Literacy (Select Appendix B for grade-level reading suggestions.) • www.eduplace.com/kids/hmss (Grade-level appropriate biographies)

Big Idea 2, Quarter 1 Students will understand the importance of holidays and events.

Essential Question(s): How and why do we celebrate holidays? Why are events important to you? Why are symbols significant to history?

Guam Standards: K.2.2 Use the following words and phrases related to chronology



K.3.2 Use words and phrases that indicate locations, directions, chronology, and time.

CCSS ELA Support Standards: K.RI.3 With prompting and support, describe the connection between


unknown words in a text. K.RI.9 With prompting and support, identify basic similarities in and





http://www.eduplace.com/kids/hmss



EXAMPLE(S): Up, down, left, right K.4.3 Recognize the American and Guam flags and identify the

president as the leader of the U.S. and the governor the leader of Guam.

K.4.4 Recognize the Pledge of Allegiance.





Elements of the Standard(s) – What’s the meaning? Students will be able to identify and explain how and why we celebrate holidays (K.2.4). Through the use of calendar skills, they will be able to use words and phrases that are related to chronology and time (e.g., today, tomorrow, yesterday, last week, next week month, year) (K.2.2). Students will be able to recognize the American and Guam flags, the words to The Pledge of Allegiance (K.4.4), and the president of the United States and the governor of Guam (K.4.3) and examine why certain symbols are significant to history. Throughout the day, students should hear and see examples and use phrases that indicate directions, chronology, and time (e.g. now, long ago, before, after, up, down, left, right) (K.3.2). They will explore how and why we celebrate holidays. Key Vocabulary celebration, ceremony, national holidays, Guam flag, U.S. flag, governor, president, Pledge of Allegiance

Links to Prior Learning • Review the most recent holiday

celebration in the community (e.g., what was the occasion, how was it celebrated, who was involved).

• Review the birthday dates in the

Links to Future Learning • Students will compare and contrast different

cultures, traditions, celebrations, customs, and beliefs between Guam and the United States ( 1.1.3).

• Students will compare and contrast various




classroom (e.g., “In January we have 4 birthdays, in February we have 3…).

cultures and customs from around the world (2.1.1, 2.1.2).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Display months of the year in order and list students’ birthdays under the appropriate

month (K.2.4). • Chant or sing songs daily for days of the week and months in a year. • Review the calendar date daily with a routine: “Yesterday was…, Today is…, Tomorrow will

be….,” in which students will chorally fill in the answers (K.2.2). • Display the words of the Pledge of Allegiance under the American flag and chorally recite it

daily (K.4.3, K.4.4.). • Follow the Pledge of Allegiance by a recording or recite Inifresi Song while displaying the

Guam flag (K.4.3). • Post pictures of the president of the United States and the governor of Guam with

captions (K.4.3) identifying them. Using illustrations or non-linguistic representations for vocabulary words or concepts strengthens the definition connection for students (Marzano, SIOP and SPED).

• Display a large red right hand print on the right side of the front board/front of room labeled “Right.” The alliteration of red and right help remind students that it is a right-hand example (K.3.2). Display a large lavender or lime-green left hand on the left side of the front board/front of the room labeled “Left.” The alliteration of the letter L will help remind students that it is a left-hand example (K.3.2).

• Display a large arrow pointing up labeled “Up” and a large arrow pointing down labeled “Down.” Students can practice the concept by standing up or sitting down when the appropriate arrow is pointed to. They may provide examples daily by orally using the terms (e.g., “I went down the slide.” “An apple up in the tree.”) (K.3.2).

• Provide a graphic organizer to help students sort holiday information (e.g., national, local, or personal; foods, activities). Use picture clues with text to assist in identification. Discuss similarities and differences as you help them sort the information (K.2.4). Using graphic

CCSS ELA Support Standards With support and prompting from adults, students will be able to identify and describe holidays and how they are celebrated. (K.RI.3, K.2.4.) through listening to and seeing stories read (K.RI.10). The students will be increasing their vocabulary to include using words and phrases that indicate locations, chronology and time. (K.RI.4, K.2.2, K.3.2) to help describe events. Students can compare and contrast illustrations or descriptions (e.g., holidays, flags, months of year) (K.RI.9, K.4.3, K.2.2, K.2.4). Students may use a combination of drawing with dictating and writing to create an opinion piece in which they tell a reader their preference (e.g., “My favorite holiday is…, My favorite month is…”). (K.W.1, K.2.4, K.2.2)




organizers assist students in visually categorizing information (SIOP and SPED) and support note taking (Marzano).

Resources & Links to Technology • www.havefunteaching.com (Flash cards and activities for holiday events) • www.teachervision.fen.com (Pledge of Allegiance explanation worksheet) • http://ns.gov.gu/fanoghe/ (Words to Inifresi Song) • www.eduplace.com (Family Celebrations Social Studies K-1.)



http://www.teachervision.fen.com/

http://ns.gov.gu/fanoghe/




Big Idea 1, Quarter 2 Students will understand how to be a good citizen.

Essential Question(s): How should we show respect? How do we practice the qualities of being a good citizen? How do story characters influence our behavior?


promote the welfare and safety of children and adults. K.1.2 Use the word because in the context of stories or personal

experiences correctly. K.4.1 Retell stories that illustrate honesty, courage, friendship,



CCSS ELA Support Standards: K.RI.1 With prompting and support, ask and answer questions about key


details of a text. K.RI.4 With prompting and support, ask and answer questions about

unknown words in a text. K.RI.5 Identify the front cover, back cover, and title page of a book.





Elements of the Standard(s) – What’s the meaning? Students are continuing their practice and observation of good citizenship through activities, guest speakers, and listening to and retelling stories that illustrate honesty, friendship, respect, and responsibility (K.4.1, K.1.1, K.5.3). As they retell main ideas or supporting details (K.RI.1, K.RI.2), students will orally extend complete sentences to include using a connecting word “because” (K.1.2, K.RI.4) in their answers. Students will continue to be dependent on




listening to and seeing how stories are read (K.RI.10) and through follow-up discussions; they will explain how the characters in the stories show good citizenship qualities (K.4.1). Students may explain how story characters influence our behavior and provide examples of how to show respect or good citizenship. Key Vocabulary because, citizen, responsibility, chores, respect, self-control, authority, fairness, justice, behavior, justice

Links to Prior Learning • Introduce vocabulary ‘rules’, chores

and responsibility. • Review what rules, chores, or

responsibilities are expected at home.

Links to Future Learning • Students will provide examples demonstrating good citizen

traits (e.g., politeness, achievement, courage, honestly, reliability) (1.4.3).

• Students will be able to describe and compare different ways people have achieved great distinctions (e.g., scientific, professional, political, religious, commercial, military, athletic, artistic) using non-fiction stories (2.2.4).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Provide sentence frames for students to orally complete in pairs or small groups (e.g.

“This story shows friendship because…,” “The main character was responsible because…”). Providing ample opportunities to practice skills throughout content areas is a SIOP instruction strategy that provides distributed practice for SPED. Practicing in pairs or small groups is a Marzano cooperative learning and SIOP interaction strategy.

• Students will be able to create opinion writing pieces (e.g., “My favorite character was…because…”) (K.W.1).

• Provide sentence frames for students to orally interact in pairs or small groups to stories read aloud (e.g., “The main character in this story is…,” “This story is mainly about…”) (K.RI.1, K.RI.2). Providing ample opportunities to practice skills throughout content areas is a SIOP instruction strategy that provides distributed practice for SPED. Practicing in pairs or small groups is a Marzano cooperative learning and SIOP interaction strategy.

• Provide opportunities for students to orally express their opinion in pairs or small groups (e.g., “I liked this story because…,” “I think the character was….because….”) (K.1.2). Providing ample opportunities to practice skills throughout content areas is a SIOP instruction strategy that provides distributed practice for SPED. Practicing in

CCSS ELA Support Standards Students will be dependent on listening to and seeing how stories are read. Through follow-up discussions, they can ask and answer questions about the main idea or key details in a text (K.RI.1, K.RI.2). They will use key vocabulary words, including the word “because” with the support of sentence frames (K.RI.4). Through the daily reading aloud, the opportunity to consistently model elements of print (K.RI.5, K.RI.6). As more stories and characters are introduced to the class, students can identify basic similarities and differences between stories, illustrations or descriptions on the same topic (K.RI.9). Students will be able to create opinion writing pieces (e.g., “My favorite character was…because…”) (K.W.1).




pairs or small groups is a Marzano cooperative learning and SIOP interaction strategy.

Resources & Links to Technology • www.eduplace.com/kids/hmss (Grade-level appropriate biographies) • http://www.corestandards.org/ELA-Literacy (Select Appendix C for grade-level writing samples with annotation.) • Interactive social studies games • Historical figures videos • http://www.guam-online.com/ (Maps and information regarding Guam) • http://www.guam.gov/ (Maps and information regarding Guam)

Big Idea 2, Quarter 2 Students will tell important events of their family life.

Essential Question(s): How do we use key words to help us describe past events? How has my family changed throughout the years? Why is a timeline important?

Guam Standards: K.2.1 Identify sequential words—first, next, last—in stories used

to describe personal experiences. K.2.2 Use the following words and phrases related to chronology




K.3.2 Use words and phrases that indicate locations, directions, chronology, and time.

CCSS ELA Support Standards: K.RI.7 With prompting and support, describe the relationship

between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).




http://www.eduplace.com/kids/hmss


http://www.apples4theteacher.com/socialstud.html

http://video.nationalgeographic.com/video/kids/history-kids/

http://www.guam-online.com/

http://www.guam.gov/



EXAMPLE(S): Now, long ago, before, after


Elements of the Standard(s) – What’s the meaning? Students will be able to orally describe and explain important events in their lives (K.2.3) using appropriate words and phrases (e.g., first, last, now, long ago, yesterday, last week, next week) (K.2.1, K.2.2, K.3.2) and place the events on a timeline. Through ample opportunities to orally practice explaining, students will recognize how key words will help them communicate events (e.g., last night, yesterday, tomorrow night). Many of the events students describe will relate to personal, local, or national holidays (L.2.4). Students will be able to compare how their family has changed throughout the years as they reflect on the importance of a timeline. Key Vocabulary events, sequence, order, celebration, timeline

Links to Prior Learning Review vocabulary concepts regarding time (e.g., yesterday, past, tomorrow, next week, next year).

Links to Future Learning • Students will identify temporal sequences such as

days, weeks, month, year, and seasons (1.2.1). They will be able to read important dates on a calendar and associate them with days of the week (1.2.3).

• Students will be able to put events from their own life into chronological order (2.2.3).

• Students will eventually be able to explain the information that historical timelines convey and then put in chronological order events from the history of countries studied (2.2.3).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Pertinent time frames need to be displayed as a visual support with daily practice in

reading different organizers (e.g., calendar for the month with upcoming events and holidays listed, daily agenda with content instruction, breaks, lunch and closure listed) (K.2.2).

• Model (while thinking aloud) a timeline with events from the current month or year as a visual support for students to refer to as they create their own timeline (K.2.3). Thinking aloud while demonstrating is a scaffolding support strategy for SIOP and SPED students.

CCSS ELA Support Standards Students will be provided with discussion prompts to discuss stories in pairs or small groups (K.RI.10). Some of the prompts may include describing what the picture in the story is about (K.RI.7). As a follow-up to hearing stories, students may combine drawing, dictating and writing to compose an opinion (e.g., “My favorite character was…,” “My favorite part was…”) or




• Use picture clues with text as a support for students to place in order. As you place items in order, use sequential or temporal words (e.g., first, next last) (K.2.1). Illustrations or non-linguistic representations for vocabulary words or concepts strengthens the definition connection for students (Marzano, SIOP and SPED).

• Provide discussion prompts for students to discuss in pairs or small groups. (K.2.3, K.2.4). Practicing in pairs or small groups is a Marzano cooperative learning and SIOP interaction strategy.

• Have students explain their timeline in pairs or small groups to practice using words and phrase that indicate directions, chronology, locations and time (K.2.1, K.2.2, K.3.2).

recall information to answer a question (K.W.1, K.W.8).

Resources & Links to Technology • Sequencing activities for kindergarten • www.eduplace.com (Social Studies K-1: Family Celebrations)

Big Idea 3, Quarter 2 Students will understand what makes up their community.

Essential Question(s): How do laws affect the community? What are the attributes of workers in the community? How is fairness and justice important in the community?

Guam Standards: K.3.3 Identify and recognize places at home, at school,

and community locations.







http://www.dltk-kids.com/type/sequencing.htm







K.5.1 Give examples from the community of different kinds of jobs that people do, including the work they do at home.

K.5.2 Match simple descriptions of work that people do with the names of those jobs found in the community.




Elements of the Standard(s) – What’s the meaning? The classroom community emphasis will now broaden to include local community components (K.3.3). Students will be able to explain the purpose or effect of laws in the community and how they are enforced (K.4.6). They will identify and describe the attributes of different workers in the community (K.5.1, K.5.2) and how they may demonstrate being good citizens (K.4.2, K.4.5). Students will be able to orally explain why fairness and justice are important in a community.




Key Vocabulary law, consequence, responsibility, chores, self-control, justice, fairness, community, citizen

Links to Prior Learning • Review how to be a good citizen

from Quarter 1, Big Idea 1 (K.1.1). • Provide reflection of positive

citizen traits following reading aloud stories that illustrate honesty, courage, friendship, and respect (K.4.1).

Links to Future Learning • Students will be able to explain the purpose of laws in the

community and the consequences when laws are broken (1.4.4).

• Student will compare and contrast different ways historical figures have achieved great distinction (2.2.4).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Display pictures with text of key people from the community (e.g., mayor, police

officers, doctor) (K.5.1, K.5.2). Illustrations or non-linguistic representations for vocabulary words or concepts strengthens the definition connection for students (Marzano, SIOP and SPED)

• Have students share examples of personally demonstrated traits of good citizenship (e.g., honesty, taking turns, following rules, showing self-control). (K.4.2, K.4.5). Providing ample opportunities to practice oral skills throughout content areas is a SIOP instruction strategy that also supports distributed practice for SPED.

• Students provide illustrations for laws in the community (K.4.6). Illustrations or non-linguistic representations for vocabulary words or concepts strengthens the definition connection for students (Marzano, SIOP and SPED)

• Create word banks of adjectives, adverbs and nouns related to the attributes of workers in the community (K.5.1) and have students use the words to create sentences regarding one type of job. (K.W.2)

CCSS ELA Support Standards Establish procedures in which students will discuss in pairs or small groups (K.RI.10). Provide several books or stories on the topic of community workers. Have students discuss using discussing prompts or sentence starters (e.g., describe what is in the picture, how does the author tell you about the job, how are these two books alike…or different) (K.RI.7, K.RI.8, K.RI.9). Create and display (or have students write in journals) word banks of adjectives, adverbs and nouns related to the attributes of workers in your community. Students will combine text with drawing to compose an explanatory writing in which they supply information about a job in the community (K.W.2) Post a rubric of expectations for students to be able to answer in their writing (K.W.8). This writing may include an opinion of why or why they would not want the job (K.W.1).

Resources & Links to Technology • www.eduplace.com (Social Studies K-1)





Big Idea 1, Quarter 3 Students will recognize and understand maps and globes.

Essential Question(s): How are maps and globes different? How do we use maps and globes? Why are maps and globes important?

Guam Standards: K.3.1 Identify and recognize the difference between maps and

globes.

K.3.2 Use words and phrases that indicate locations, directions, chronology, and time. EXAMPLE(S): Near and far

K.3.4 Recognize the map of Guam.












Elements of the Standard(s) – What’s the meaning? Students will broaden their world to include new concepts of geographical features in a systematic form (e.g., their home is near a school, the school is in a city, the city is in a county, the county is on an island, the island is in an ocean, there are continents and other oceans in the world). Maps need to begin with small areas, such as the classroom map, so that young students can see virtually all the elements of the room and compare it with the symbols on a map. Next, they can recognize the school campus area, the community, and then Guam (K.3.4). Finally, allow students to hold a world globe and turn it to see other parts of the world (K.3.1). Guide student discussion with prompts such as “How are maps and globes the same and different? How do we use maps and globes? Why are maps important?” Key Vocabulary map, globe, distance, landform, ocean, island

Links to Prior Learning Students learned to understand basic geographical features or vocabulary concepts before maps and globes are introduced (e.g., city, mountain, country, island, oceans).

Links to Future Learning • Students will be able to identify and locate cardinal

directions, the North Pole, South Pole, equator, continents, oceans, and major landforms (1.3.1, 1.3.2).

• Students will be able to compare and contrast different regions on a map and globe (2.3.4, 2.3.5).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Display picture examples of vocabulary terms (e.g., city, mountain, ocean, country,

continent). Illustrations or non-linguistic representations for vocabulary words or concepts strengthens the definition connection for students (Marzano, SIOP and SPED).

• Provide several examples of maps of Guam, your community, or school district (e.g., urban, rural, geographic, political) as concrete references for students to compare the information (K.3.1, K.3.4). Illustrations or non-linguistic representations for vocabulary words or concepts strengthens the definition connection for students (Marzano, SIOP and SPED).

• Provide a globe for students to explore as they identify key vocabulary in the unit (K.3.1, K.3.4). Using physical models, hands-on and movement is a Marzano and SIOP strategy that supports SPED sensory learning.

• Students may draw a map of their bedroom as a homework assignment. • Students may work in pairs or small groups to locate different elements (provided

by pictures with text) on different maps (K.3.4). Practicing in pairs or small groups is a Marzano cooperative learning and SIOP interaction strategy.

CCSS ELA Support Standards Establish procedures in which students will discuss in pairs or small groups (K.RI.10). Students will describe or explain what they see on the school, community, or Guam map (K.RI.7). They will identify basic similarities and differences between two maps of Guam or a world map and a globe (K.RI.9). They may participate in pairs or small groups to research and write an explanation about a map (K.W.2, K.W.7). They can recall information to answer a question prompt by writing a narrative in which they link events and provide a reaction to what happened(e.g., “How might Ralf use a map to go somewhere new?”) (K.W.3, K.W.8).




Resources & Links to Technology • http://www.guam-online.com/ (Maps and information regarding Guam) • http://www.guam.gov/ (Maps and information regarding Guam) • http://www.corestandards.org/ELA-Literacy (Select Appendix C for grade-level writing samples with annotation.)


http://www.guam-online.com/

http://www.guam.gov/




Big Idea 1, Quarter 4 Students will identify the differences between needs and wants.

Essential Question(s): How do we get what we need? How can we distinguish between needs and wants? How do we earn money?

Guam Standards: K.4.1 Retell stories that illustrate honesty, courage, friendship,



K.5.4 Explain that people work to earn money to buy the things they need and want.

K.5.5 Use words relating to work, such as jobs, money, buying, and selling.

CCSS Literacy Standards: K.RI.8 With prompting and support, identify the reasons an author

gives to support points in a text. K.RI.9 With prompting and support, identify basic similarities in and




K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.



Elements of the Standard(s) – What’s the meaning? Good citizenship traits will continue to be emphasized during this quarter (K.4.1, K.4.5). Students will also explain that people work to earn money to buy things they need and want. For young students, recognizing the abstract difference between “need” and “want” may present a challenge (see examples in Links to Prior Learning). Initially students will begin to explore the question “How do we get what we need?” Then they can investigate in what ways we earn money. They will use domain-specific vocabulary terms (e.g., jobs, money, buying, selling) as they discuss these topics (K.5.5).




Key Vocabulary needs, necessity, desire, wants, jobs, money, buying, selling, product/produce

Links to Prior Learning Practice the concept of “needs and wants” at a developmentally appropriate level: Example 1) Categorize foods into needs/nutritious and wants/junk food; Example 2) Determine appropriate amounts of division for sharing “Do you need all the blocks? Or do you want all the blocks?” Example 3) Students explore and reflect on the appropriate amounts for attention: “Do you need attention? Do you want attention?”

Links to Future Learning Students will examine the concept of producers, distributors, and consumers and provide examples of people in the school and community who are both producers and consumers (2.5.2).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Display new vocabulary words with picture clues for support. Pronounce each word,

have the students echo/repeat it, and provide a student-friendly definition (K.5.5). • Have students work in pairs or small groups to review definition of the vocabulary

words (K.5.5). Practicing in pairs or small groups is a Marzano cooperative learning and SIOP interaction strategy.

• Students write the vocabulary words and a non-linguistic representation in a writing or vocabulary journal or notebook (K.5.5).

• Students may set up a Mock Mall in which small groups of students create services or items for sale. They need to be able to explain their job and how it will help the community (K.5.4, K.5.5).

• When reading stories that illustrate positive citizenship (e.g., honesty, courage, friendship) model (while thinking aloud) how to use a Venn diagram to compare and contrast two stories on the same topic (K.RI.9).

CCSS ELA Support Standards Students will work in pairs and small groups to identify positive traits (e.g., honesty, respect, responsibility) in characters of stories; they will also be able to itemize what the author had the character do to show that trait (K.RI.8, K.RI.10). When reading stories that illustrate positive citizenship (e.g., honesty, courage, friendship), model (while thinking aloud) how to use a Venn diagram to compare and contrast two stories on the same topic (K.RI.9). They will participate in pairs or small groups using a combination of drawing, dictating, and writing—including digital tools—to gather information to answer a question or write information about a topic (K.W.2, K.W.6, K.W.7, K.W.8).





• http://www.corestandards.org/ELA-Literacy (Select Appendix B for grade-level reading suggestions and Appendix C for grade-level writing samples with annotation.)





Content: History Grade/Course: Kinder Timeline: 30 minutes Standard(s): HSS Standards:


ELA Support Standards: K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in

which they name what they are writing about and supply some information about the topic.



Lesson Overview: Students will make the connections between themselves, school, and home.


• Explain our roles and responsibilities at home and at school and why they are important. (e.g.: We can all contribute to a happier environment.)

Vocabulary: responsibility, consequences, self-control, participate, participating, participation, behavior, citizen, citizenship, respect, respecting, chore, rules

Focus Question(s): What are our responsibilities and why are they important?

Description of Lesson (including instructional strategies): Prior Learning:

• Behavior Rules of the playground • Behavior Rules for the library • Behavior Rules for using the bathroom • Behavior Rules in the lunchroom • Behavior for talking with a partner • Assigned partner for sharing




Anticipatory Set: Today we’re going to work on building a happy classroom. Let’s begin with reviewing: “What rules of behavior do we have at school?” Students turn to partners to list rules from memory.

Prepare and post: Create a 3-column graphic on the board. Simple picture clues (visual support) and included with the captions: Home, School, and Self.

Instruction and Strategies: • Write ideas from students as they orally describe rules of behavior for school in the School column. • Lead students to describe rules they may have at home to write into the column under Home (e.g. how

to eat dinner at the table, cleaning their room, taking care of their backpacks, taking care of their pets, time for bed, homework/TV time).

• Lead students to describe how they wish to be treated to write into the column under Self (e.g. name calling, sharing, taking turns, respecting property)

• Prompt students to share with their partner some ideas “Why do we have these rules?” (Answers may vary: to take care of things, so they stay nice, so people can have turns, so people are friends.) Repeat good answers that you hear aloud.

• Connect posted vocabulary (visual support) to these rules: Behavior = how we act Respecting = being kind Chore = work job that helps others Responsibility = our work Consequences = what happens as a result of our actions Self-control = when we have control of ourselves Participate = to join in and do our part Citizen = to be a member of . . .

• Model drawing a simple picture of one of the rules discussed. Guided Practice:

• Highlight on your picture what the requirements are for the student’s drawings (e.g. what the rule is––definition or how the rule helps students).

• Students are provided with a piece of drawing paper to illustrate one of the rules that was discussed. Formative Assessment: Pictures may be posted around the room as visual reminders of expectations. Closure: Provide students a question prompt for discussion with their partners: “What are our responsibilities and why are they important?”




Accommodations/Modifications: • Students can work in pairs for drawing. • Students can work in a small group with the teacher. • Students can label their picture from vocabulary posted on the board. • Table groups could collaborate to work on one picture or rule. • Table groups could be assigned a column from which they choose a rule to illustrate.


• Clip art / picture clues for graphic organizer: student, home, and school • Clip art / picture clues for vocabulary terms • Clip art / picture clues with text for labeling in classroom • Clip art / picture clues with text for simple directions or procedures




Content: History Grade/Course: Kinder Timeline: 45–60 minutes Standard(s): HSS Standards:

K.2.1 Identify sequential words—first, next, last—in stories used to describe personal experiences.


ELA Support Standards:




Lesson Overview: Using a personal timeline template and events from their lives and families, students will tell important events of their family life. This lesson will also introduce students to important vocabulary that helps them to understand factors of time.


• Describe how their family has changed over the years.

Vocabulary: sequence, before, after, now, long ago, temporal words (e.g., first, next, last, finally), time, timeline

Focus Question(s): • How do we use key words to help us describe past

events? • How has my family changed throughout the years?


Anticipatory Set: (5 minutes) “Have you ever seen a scrapbook?” (Display pages from personal scrapbook or see resources.) This book has pictures from long ago (vocabulary word emphasized) when I was born and how I grew up. Now (vocabulary word emphasized) I’m grown up, but long ago I was your age, and before that I was a baby” (turn pages back as you speak as visual support).

“Today you’re going to make a personal timeline of your life so far.”

Instruction and Strategies: I-do: Implicit vocabulary instruction and modeling (15 minutes)

• Read the vocabulary words while the students echo response. (practicing pronunciation) • Direct the students “I’m going to use these words today and when you hear me say them, I want you to

echo them.” Check for pronunciation and participation.




• Draw a large horizontal line (on the board, document camera, or overhead projector for visual support) and say “Let’s say this line that I drew is time.”

• Begin at the far left side and mark “First, this is when I was born” (mark the year) right on the line and mark events (example: “Next, when I was two, my brother was born. So I’m going to draw a little picture of a boy.)

• Continue marking events, drawing simple pictures (visual support) while talking aloud, emphasizing the vocabulary words while students echo them with ideas such as: Memorable vacations or trips long-distance relatives visit Broken arm? Lost tooth? Or hospital visit birth of siblings, weddings Special or memorable gift (bike?) first time for favorite food First time for sport? Dance?

Guided Practice: We-do: Creating personal timelines (25 minutes )

• Provide students with a long sheet of paper (8.5 x 14) to begin their timeline. • Guide the class with: “First, this is where you were born––everyone mark your paper . . . Next . . . ” • Students continue the activity. Assist as necessary.

You-do: Comprehension (10 minutes) • Direct the students: “When you’re finished, you’ll read or explain your timeline to your partner, using

words like first, next, last, finally”). Formative Assessment: Observe as students explain their timeline with their partners. (Check for using vocabulary words.)

Closure: (5 minutes) Question prompt for students in pairs or small groups to discuss: “What was a fun event that happened before you were old enough to come to school? What was a fun event that happened after you were old enough to come to school? Point on your timeline as you talk with your partner.” Independent Practice: This concept is not yet fully developed for students to work independently.

Accommodations/Modifications: • Students can work in a small group with the teacher. • Sample pictures can be provided.


• www.Photobucket.com/images/scrapbook – images of scrapbook pages. Although using this site instead of a personal scrapbook will lack a personal connection with your students.

• Houghton Mifflin First Grade Social Studies, U. 4, L. 1 Learning About the Past, pp. 176–179. Picture of timeline provided on pp. 178–179.

• Chart paper for model of timeline • 8.5 x 14 sheets of paper with large line drawn horizontally for students • Optional: Clip art for students to cut and paste


http://www.photobucket.com/images/scrapbook



Content: HSS Grade/Course: Kinder Timeline: 60 minutes Standard(s): HSS Standard:

K.3.1 Identify and recognize the difference between maps and globes. EXAMPLE(S): Maps are flat pictures of the Earth and globes are round like the Earth.

CCSS ELA Support Standard:


Lesson Overview: This is a cumulative lesson for a unit introducing the recognition of maps and globes. Prior to this lesson, students were introduced to the components and purpose of a map and globe. In this lesson, students will compare and contrast a map and globe through a bubble map.


• Compare similarities and differences between a map and globe.

Vocabulary: map, globe, cartographer

Focus Question(s): Why are maps and globes important?


Anticipatory Set: (approximately 15 minutes) • Display an image of an invitation to a party. This invitation will be constructed based on the village in

which the party is located. • Say: “Let’s use the globe to find our way to the party.” Identify Guam on the globe. • Ask: “Is the globe a good tool to use to get us to the party? If not, what else can we use to make it to

the party?” • Display a map of Guam and determine in what village the party is located. Tell students that we need

to use a more specific map that is located on the invitation so that we can use landmarks to help us get to the party. Once you have gone through the map and made it to the party, congratulate the students for their efforts. (Marzano: Reinforcing Effort and Providing Recognition)

• Invite students to take a three-minute pause with a partner to summarize the process of getting to the party and the use of the tools. Have students identify something that was interesting throughout the process and ask “What tool was most useful and why?” “Why was the globe not as useful as the map?” (Marzano: Cues, Questions, and Advance Organizers)

Instruction and Strategies: (approximately 15 minutes) Part One, I-Do:

• Remind students that a map is a drawing of a place and a globe is a model of the Earth that shows a view from above in a smaller size.

• Read Aloud There’s a Map on My Lap by Dr. Seuss. Ask: “What is a map? What is a globe? Who makes maps?”

Guided Practice: (approximately 15 minutes) Part Two, We-Do:




Explain the use of a bubble map and how it will help students determine the similarities and differences between a map and a globe. Explain that each bubble represent a map and a globe. Explain further that the outer bubbles are the differences and the inner bubbles are similarities, and provide one example of each. Students will construct the bubble map individually or in groups. (Marzano: Identifying Similarities and Differences) Formative Assessment: (approximately 15 minutes) Part Three, You-Do: Students present and orally explain their maps to their partner, group, or whole class. Closure: (approximately 15 minutes) Display teacher sample of bubble map and review the similarities and differences. Ask students to explain why maps and globes are important with the use of ball toss assessment, with a 30-second interval. (Don’t let the students know you are timing them.) Independent Practice: This concept is not yet fully developed for students to work independently.

Accommodations/Modifications: • Students work in pairs when constructing the bubble map. • Students can work independently on the bubble map.


• Vocabulary List • There’s a Map on My Lap by Dr. Seuss • Globe • Map of Guam • Bubble Map




Vocabulary

Map: A flat representation of the Earth or a part of the Earth that shows the relative position of places. Globe: A representation of the Earth in the shape of a ball. Cartographer: A more formal name for a map maker. A person who makes maps.


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http://sites.duke.edu/tlge/files/2010/02/google_earth_nyc_801.jpg

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http://sites.duke.edu/tlge/files/2010/02/google_earth_nyc_801.jpg�




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Maps Globes




Content: HSS Grade/Course: Kinder Timeline: 40 minutes Standard(s): HSS Standard:

K.5.5

Use words relating to work, such as jobs, money, buying, and selling.

CCSS ELA Support Standard: K.RI.9

With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Lesson Overview: This is a cumulating lesson for a unit introducing economics (working to earn money and buy goods). Prior to this lesson, students will be introduced to a variety of jobs/careers. They will also learn what kinds of services and goods the jobs provide. In this lesson, they will use what they learned in the previous lessons to role-play a business.


• Demonstrate understanding of buying and selling by role-playing a business.

Vocabulary: business, job, money, buy, sell (These words should have been taught in previous lessons; they will be reinforced in this lesson.) cost, purchase, customer, cashier (new)

Focus Question(s): • Why do businesses sell things to us? • Why do we need money?


Anticipatory Set: (5 minutes) • Show video clip, “Playing at Shops” to show students what it looks like to go to a grocery store.

(Marzano: Nonlinguistic Representation). • Ask students to identify the buyer and seller and their roles. What did they do?

Instruction and Strategies: (10 minutes)

• Tell students that they will pretend to be cashiers and customers in a business, a store. • List new vocabulary (cost, purchase, customer, cashier). Tell students they will be using or acting out

the words in today’s lesson. Define each word, cost: amount of money for the item, purchase: to buy, customer: the person who buys items or services in a business, cashier: the person who sells items or services in a business.

• Model the job of a cashier. Teach greetings and phrases that the cashier would use (i.e. Good morning! How may I help you? Your items cost $3). Have students practice by repeating phrases. (Core Six: Vocabulary’s CODE)

• Model the job of a customer. Teach greetings and phrases that a customer would use (i.e., I would like to purchase 2 bananas. How much does this cost? Thank you!) Have students practice by repeating phrases. (Core Six: Vocabulary’s CODE)




Guided Practice: (15 minutes) • Randomly select 4 students to model the role-play. The other students will act as spectators and

make observations of the role-play. (Marzano: Nonlinguistic Representations and Cooperative Learning)

• Identify the cashiers and give them their jobs (organize store, bag items, receive money from customer). Have everyone repeat responsibilities.

• Identify the customers and give them their jobs (use a grocery list to shop for items, put items in basket, use money to pay for items). Have everyone repeat responsibilities.

• Randomly select another group of 4 students to role-play. Formative Assessment: (5 minutes)

• Observe students acting out buyers and sellers in the grocery store. • Responses for game of charades – After the model, play a short game of charades, acting out

movements for a cashier and customer. Have students identify the role you act out. (Example, take money out of wallet and give. Ask, “Which role did I show?” Students will say, “customer.”) (Marzano: Nonlinguistic Representation)

Closure: (5 minutes) Group Discussion. (The Core Six: Circle of Knowledge)

• Ask students to explain the roles of a cashier (sells items to the customers) and customer (buys items from a seller).

• Ask students to think about being a real cashier or owner of a business and why they would want to sell things (possible answers: to get money to get what we need, to help customers).

• Ask students to think about being a customer and ask them “What is money used for?” Independent Practice: Students will role-play in small groups as a learning center the next day or following days. (Core Six: Vocabulary CODE and Marzano: Homework and Practice)

Accommodations/Modifications: Have students work in pairs to play one role. Have students repeat the same role instead of switching roles for more practice. Use prompts (verbal prompts) to use appropriate words or phrases when role-playing. Resources (Textbook and Supplemental):

• “Playing at Shops” Video Clip - http://www.youtube.com/watch?v=H3v06sbABAY • Grocery List • Play items and other materials for a pretend store (i.e., grocery store sign, fish, eggs, banana, milk,

cereal, play money, basket, cash register).


http://www.youtube.com/watch?v=H3v06sbABAY



Grocery List

Banana Cereal Milk Eggs Fish
