Kindergarten Themes
Kindergarten Themes
Courage + Gratitude + Forgiveness + Compassion in Action = Choose Love
Home Connection:
This quarter, our class is focusing on the second essential ingredient of the Jesse Lewis Choose Love Movement: Gratitude!
We'll be learning that gratitude is mindful thankfulness, and a powerful way to shift our focus and feel happy.
Practice daily
Identify things you are grateful for: Start by discussing things you can be thankful for at home, such as your family, your house, your food, or a sunny day.
Model gratitude: Show your child that you are grateful for them by being specific. Say things like, "I am so grateful you helped me set the table".
Say "thank you": Make a point of thanking people in their lives, like a sibling who helped with a toy or a friend who shared a snack.
What Are We Learning in Language Arts?
Dear Family Member:
This week our class will be focusing on different kinds of bugs and how they feel to the touch. Children will also be reading about a variety of bugs they see in nature, including bees, ants, and butterflies.
Here are some resources you can use with your child to help reinforce the skills we will be practicing.
Word Workout
Vocabulary: curious, observe Go outside and have your child observe different bugs. Have your child draw a picture of the bugs in a notebook and then label each one.
My Words to Know
High-Frequency Words: the, we, see, a, like Write each word on paper, then have your child write it. Ask your child to try to find each word in a book.
Category Words: texture words Say simple riddles that describe different textures of animals or insects. Have your child guess the animal or insect.
Phonics: m, a, s, p, t Draw a five-column table on a piece of paper. Write the following letters at the top of each column: m, a, s, p, t. Guide your child in thinking of words that begin with each letter. Record the words under the corresponding columns.
Comprehension: Poetry/Rhyme
Read a poem together. Then help your child identify words in the poem that rhyme and talk about where the rhyming words are in the poem.
What Are We Learning in Mathematics?
The standards covered in ...
Quarter 2:
Criteria for GLOs:
GLO #1 - Self Directed Learner
Follows the expectations, the routines, and the procedures.
Completes work independently and on time
Double checks and makes changes independently before turning in work
Keeps desk and floor clean and organized
Sets simple goals.
Asks for help when needed.
GLO #2 - Community Contributor
Respects people’s feelings and ideas and their belongings.
Listens and considers other people’s points of view.
Encourages others
Cooperates with others
Helps the group/peers to stay focused with mindful behaviors.
Uses mindful behaviors
Raises his/her hand to share ideas or to participate
Makes decisions based on right and wrong
Follows class/school rules
GLO #3 - Complex Thinker
Applies prior knowledge when learning new things
Explains his/her thinking
Works to solve problems without giving up
Attempts to solve problems independently before asking the teacher
Finds different ways / strategies to solve problems
GLO #4 - Quality Producer
Uses the success criteria and/or rubrics to guide the work
Completes work neatly and correctly
Works toward a simple goal
GLO # 5 - Effective Communicator
Communicates effectively through drawing, speaking, and writing
Listens to ideas and opinions of others without interrupting
Listens to gain information
Expresses ideas in complete sentences
Communicates with age appropriate vocabulary
Follows directions independently
Speaks effectively in front of a group (appropriate volume, eye contact, enunciation and clarity, and knowledge of content)
GLO # 6 - Effective and Ethical User of Technology
Uses technology (pencils, scissors, glue, iPads, etc.) appropriately and independently
Asks adults to help search the internet/books, etc. for information
Uses technology to create new products
Language Arts:
Reading Literature:
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
RL.K.2 With prompting and support, retell familiar stories, including key details.
RL.3 With prompting and support, identify characters and their feelings, settings, major events (plot), problems, and solutions in a story
SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide
additional detail.
RL. 4 With prompting and support, determine the meaning of words and phrases as they are used in a text.
Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
L.3 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content:
L.4 With guidance and support from adults, explore word relationships and nuances in word meanings
RL.5 Recognize common types of texts (e.g., storybooks, poems) (fiction and nonfiction, poetry)
RL.K.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).
RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
RL.10 Actively engage in group reading activities with purpose and understanding.
Reading: Informational
RI.1 With prompting and support, ask and answer questions about key details in a text.
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
Ri.2 With prompting and support, identify the main/central topic and retell key details of a text.
SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
RI.4 With prompting and support, ask and answer questions about unknown words in a text.
RI.5 Identify the front cover, back cover, and title page of a book.
RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or
information in a text
RI.7 With prompting and support, describe the relationship between visual aids and the text in which they appear (e.g., what person, place, thing, or idea in the text a visual aid depicts)
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).
RI.10 Actively engage in group reading activities with purpose and understanding.
Reading: Foundational Skills
RF.1 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.
(only letters - Mm, Pp, Ss, Aa, Tt, Ii, Nn, Cc, Oo, Dd)
e. Recognize the distinguishing features of a sentence:
First word capitalization
Ending punctuation
RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and count individual words in a spoken sentence
b. Recognize and produce rhyming words.
c. Count, pronounce, blend, and segment syllables in multisyllabic words
d. Blend and segment onsets and rimes of single-syllable spoken words
e. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in 3-phoneme
(consonant-vowel-consonant, or CVC) words, not including those ending with /l/, /r/, or /x/
RF.3 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 for each consonant, and all 5 vowels. (only Mm, Pp, Ss, Aa, Tt, Ii, Nn, Cc, Oo, Dd)
b. Associate the long and short sounds with common spellings (graphemes) for the 5 major vowels (closed and open syllables) (short a, i, o)
c. Accurately read regularly spelled one-syllable words in isolation and in text, including:
Vowel-Consonant (VC)
CVC
CV
All of the above word types with digraphs sh, ch, and th
d. Read common grade-appropriate decodable and irregularly-spelled high-frequency words by sight (e.g., can, the, of, to, you, she, my, is, are, do, does).. (I, can, see, we, a, the, like, to, and, go, you, do)
RF.4 Demonstrate emergent fluency through
a. Fluent letter and sound identification
b. Fluent decoding of taught phonics patterns in single words
c. Fluent decoding of taught phonics patterns in connected decodable text
Writing Foundations:
W.1 Demonstrate and apply correct handwriting skills
a. Write upper- and lowercase manuscript letters using correct letter formation with guidance and support (only Mm, Pp, Ss, Aa, Tt, Ii, Nn, Cc, Oo, Dd)
b. Write left to right using appropriate spacing between words.
W.2 Know and apply phonics and word analysis skills when encoding words:
a. Write a letter or letters for consonant and short vowel sounds.
b. Represent phonemes in simple words, using letter-sound relationships, including phonetic spellings of unknown words.
c. Spell common, regular, single-syllable words
VC (Vowel-Consonant) (e.g., at, in)
CVC (Consonant-Vowel-Consonant) (e.g., pet, mud) word
d. Spell common, grade-appropriate decodable and irregularly-spelled high-frequency words
W.3 Demonstrate command of the conventions of English when writing simple sentences:
a. Produce and expand complete sentences.
b.Recognize and name end punctuation
c. Capitalize the first word in a sentence and the pronoun I
Writing:
W.K.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...).
W.4 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
W.6 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them
a. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question
Speaking & Listening:
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
SL.K.1b Continue a conversation through multiple exchanges
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
Language:
L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use frequently occurring nouns and verbs.
e. Produce and expand complete sentences in shared language activities.
L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Capitalize the first word in a sentence and the pronoun I.
Recognize and name end punctuation.
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
L.3 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).
L.4 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.
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
L.5 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Math:
K.CC.1 Count to 100 by tens.
K.CC.2 Rote count forward to 20.
Rote count forward to 20 from any given number.
K.CC.3. Represent numbers up to 10 using pictures, numerals, and number names.
K.CC.4 Understand the relationship between numbers and quantities.
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 (one to
one correspondence).
b. Count up to 15 items demonstrating the order-irrelevance principle (The number of objects is
the same regardless of their arrangement or the order in which they were counted.)
c. Understand that each successive number name refers to a quantity that is one larger.
K.CC.5 Count up to 20 items demonstrating the cardinality principle
K.G..1 Use informal language to describe the position of objects.
K.OA.1 Represent equality in addition contexts
Represent addition with objects, fingers, mental images, drawings, sounds (e.g., claps),
acting out situations, verbal explanations, expressions, or equations.
K.OA.3 Decompose numbers up to 10
K.OA.5 Fluently solve addition equations within 5.
Write numbers from 0-10 with proper formation.
Science:
Earth and Space Science:
K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for,
and respond to severe weather.
Engineering:
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to
change to define a simple problem that can be solved through the development of a new or
improved object or tool.
K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object
helps it function as needed to solve a given problem.
Life Science:
K-LS1-1 Use observations to describe what plants & animals (including humans) need to survive.
Social Studies:
History
SS.K.2.17.1 Sequence important events in your life
SS.K.2.19.2 Explain the effects of an event in your life
SS.K.2.18.3 Describe an event from two different perspectives
Career & Technical Education:
CTE.K.2.1 Explain that current learning relates to life outside the classroom
CTE.K.2.2 Identify various workers and their jobs in the community (custodian, health aide, veteran, arborist, zookeeper, zoologist)
Health:
K.1.4 Describe barriers and situations that are safe, risky, or harmful to self and others.
K.2.1 Name in the school and community who provide health support for others.
K.5.1 Use effective verbal and nonverbal communication.
K.5.3 Describe basic refusal skills
K.6.1 Explain when and who to ask for help in making health-related decisions and setting goals
Fine Arts: Visual
CR - Conceiving and developing art ideas and work
1 Generate and conceptualize art ideas and work.
2 Organize and develop artistic ideas and work.
3 Refine and complete artistic work.
Fine Arts: Performance
FA.K.2.2 Demonstrate simple representation of high and low, short and long, loud and soft, fast and slow.
Physical Education:
K-2.1.1 Use basic locomotor skills in initial (immature) form alone, with a partner, and in small groups
K-2.2.1 Use basic movement concepts related to space, time, effort, and relationships (e.g., personal space,
fast/slow, strong/light, under/over)
K-2.2.2 Identify basic rules for safe participation in physical activities
K-2.3.1 Participate regularly in physical activities
K-2.3.2 Describe the social and emotional benefits of participating in physical activities
K-2.4.1 Identify physiological indicators that accompany moderate to vigorous physical activities
Computer Science
1A-IC-16 - Compare how people live and work before and after the implementation or adoption of new computing technology.
1A-AP-11 - Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
1A-IC-17 - Work respectfully and responsibly with others online.
1A-IC-18 - Keep login information private, and log off of devices appropriately.
1A-AP-08 - Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks.
1A-AP-09 - Model the way programs store and manipulate data by using numbers or other symbols to represent information.
1A-AP-12 - Develop plans that describe a program's sequence of events, goals, and expected outcomes.