TK-K-1 Grade Span

Transitional Kindergarten

(TK)

English Language Arts & Literacy

California Common Core State Standards

Reading

Modified Kindergarten Curriculum including:

• Phonological Awareness

• - Blending two familiar words to make a compound word (sun + shine= sunshine)

• - Breaking apart compound words

• - Put together & break apart two syllable words (ta-co)

• - Orally blend onsets & rimes of words with support of pictures and objects

• -Delete and blend sounds in words

• Phonics

• - Identify their written name

• - Identify friend's written names & frequently seen signs

• - Identify capital & lowercase letters

• - Identify & pronounce letter sounds

• Concepts of Print

• - Book orientation (turning pages)

• - Beginning to track print

• Comprehension (Teacher Reading)

• - Reenact stories

• - Make predictions

• - Retell key details

• - Sequence events

• - Compare & contrast information from text

*For more information see the kindergarten column to the right

Writing

Modified Kindergarten Curriculum including:

Writing Skills

- Hold a pencil with the correct grip

- Draw lines & shapes

- Writes name correctly

- Draws pictures & labels in kid writing

- Writes with string of symbols or letters

- Dictates sentence or story from their picture

*For more information see the kindergarten column to the right

Listening and Speaking

Modified Kindergarten Curriculum

-See the kindergarten column to the right

Language

Modified Kindergarten Curriculum

-See the kindergarten column to the right

Math

California Common Core State Standards

Modified Kindergarten Curriculum including:

• Counting & Cardinality

• - Counts to 30 by ones

• - Count on from a number other than one (8,?,?,?)

• - Writes numerals 0-10

• - Understands that numerals represent corresponding quantities

• - Compares groups of objects using greater than, less than, or equal to

• Operations & Algebraic Thinking

• - Solves simple addition & subtraction problems using a variety of methods

• Measurement & Data

• - Describes measurable attributes of objects (weight, length)

• - Compares and contrasts two objects

• - Clarifies objects into given categories

• - Names the days of the week

• Geometry

• - Identifies & matches 2D shapes in the environment

• - Analyzes shapes regardless of size and/or orientation

• - Constructs simple shapes form a variety of materials

*For more information see the kindergarten column to the right

Science

Modified Kindergarten Science Standards

*For more information see the kindergarten column to the right

Engineering - PLTW

Modified Kindergarten Engineering Standards

*For more information see the kindergarten column to the right

Coding

• Potential Programs

• - Daisy

• - Scratch Jr.

Social Studies

Modified Kindergarten Social Studies Standards

*For more information see the kindergarten column to the right

Visual and Performing Arts

Modified Kindergarten Social Studies Standards

*For more information see the kindergarten column to the right

Grade 1

English Language Arts & Literacy

California Common Core State Standards

Reading Literature

• Key Ideas and Details

• - Ask and answer questions about key details in a text

• - Retell stories, including key details, and demonstrate understanding of their central message or lesson.

• - Describe characters, settings, and major events in a story, using key details.

• Craft and Structure

• - Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (See grade 1 Language standards 4–6 for additional expectations.)

• - Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

• - Identify who is telling the story at various points in a text.

• Integration of Knowledge and Ideas

• - Use illustrations and details in a story to describe its characters, setting, or events.

• - Compare and contrast the adventures and experiences of characters in stories.

• Range of Reading and Level of Text Complexity

• - With prompting and support, read prose and poetry of appropriate complexity for grade 1.

• a. Activate prior knowledge related to the information and events in a text.

• b. Confirm predictions about what will happen next in a text.

Reading Informational Text

• Key Ideas and Details

• - Ask and answer questions about key details in a text.

• -Identify the main topic and retell key details of a text.

• - Describe the connection between two individuals, events, ideas, or pieces of information in a text.

• Craft and Structure

• - Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (See grade 1 Language standards 4–6 for additional expectations.)

• - Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

• -Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

• Integration of Knowledge and Ideas

• - Use the illustrations and details in a text to describe its key ideas.

• - Identify the reasons an author gives to support points in a text.

• - Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

• Range of Reading and Level of Text Complexity

• - With prompting and support, read informational texts appropriately complex for grade 1.

• a. Activate prior knowledge related to the information and events in a text.

• b. Confirm predictions about what will happen next in a text.

Reading Foundational Skills

• Print Concepts

• - Demonstrate understanding of the organization and basic features of print.

• a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

• Phonological Awareness

• - Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

• a. Distinguish long from short vowel sounds in spoken single-syllable words

• .b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

• c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

• d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

• Phonics and Word Recognition

• - Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA

• a. Know the spelling-sound correspondences for common consonant digraphs.

• b. Decode regularly spelled one-syllable words.

• c. Know final -e and common vowel team conventions for representing long vowel sounds.

• d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

• e. Decode two-syllable words following basic patterns by breaking the words into syllables.

• f. Read words with inflectional endings.

• g. Recognize and read grade-appropriate irregularly spelled words

• Fluency

• -Read with sufficient accuracy and fluency to support comprehension.

• a. Read on-level text with purpose and understanding.

• b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

• c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

Text Types and Purposes

1. Write opinion pieces in which they introduce

the topic or name the book they are writing

about, state an opinion, supply a reason

for the opinion, and provide some sense of

closure.

2. Write informative/explanatory texts in which

they name a topic, supply some facts about

the topic, and provide some sense of closure.

3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure

Production and Distribution of Writing

• With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

• With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers

Research to Build to Present Knowledge

• • Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

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

Listening and Speaking

Comprehension and Collaboration

• .Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

• a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

• b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

• c. Ask questions to clear up any confusion about the topics and texts under discussion.

  • Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

  • a. Give, restate, and follow simple two-step directions.

  • Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Presentation of Knowledge and Ideas

• • Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

  • a. Memorize and recite poems, rhymes, and songs with expression. CA

  • Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings

  • Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

Language

Conventions of Standard English

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

• a. Print all upper- and lowercase letters.

• b. Use common, proper, and possessive nouns.

• c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

• d. Use personal (subject, object), possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). CA

• e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

• f. Use frequently occurring adjectives.

• g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

• h. Use determiners (e.g., articles, demonstratives).

• i. Use frequently occurring prepositions (e.g., during, beyond, toward).

• j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts

• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• a. Capitalize dates and names of people.

• b. Use end punctuation for sentences.

• c. Use commas in dates and to separate single words in a series.

• d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

• e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions

Vocabulary Acquisition and Use

• Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

• a. Use sentence-level context as a clue to the meaning of a word or phrase.

• b. Use frequently occurring affixes as a clue to the meaning of a word.

• c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

• With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

• a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

• b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

• c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).

• d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

• Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Math

California Common Core State Standards

• Operations and Algebraic Thinking

• - Understand the relationship between addition & subtraction

• - Use addition & subtraction within 20 to solve word problems using objects or drawings

• - Use addition to solve word problems adding three whole numbers using drawings and objects (sum less than or equal to 20)

• - Use understanding of addition to help solve subtraction problems

• - Add & subtract within 20

• - Understand the meaning of 0

• - Determine the unknown number in an addition or subtraction equation (5+?=8)

• Numbers in Operation in Base 10

• - Count to 120 starting at any number (98,?,?,?)

• - Understanding two digit numbers in terms of groups of tens and ones

• - Compare two digit numbers using symbols > < =

• - Given a two digit number, mentally find 10 more or 10 less

• - Use place value to add a two digit number to a one digit number

• Measurement & Data

• - Order three objects by length

• - Measure with standard & nonstandard units

• - Tell analog time to the hour & half hour

• - Organize, represent, & interpret data

• Geometry

• - Compose 2D & 3D shapes

• - Work with 2D & 3D shapes

Science

Next Generation Science Standards

• Earth Science

• - The Universe and its Stars - Patterns of sun, moon, and stars

  • - Earth and the Solar System - Sunrise/sunset, seasonal pattern

• Life Science

• - Structure and Function - Plants/animals have external parts and functions

• - Growth and Development of Organisms - Plants and animals have offspring

• - Information Processing - Body parts receive input, output to survive

• - Inheritance of Traits - Offsprings are like their parents

• - Variation of Traits - Individuals of the same plants or animal are recognizable as similar, and also vary in many ways

• Physical Science

• - Waves Properties - Sound and vibrations - Electromagnetic Radiation - Light allows objects to be seen, light can pass through some objects, shadows, light reflects (mirrors) - Information Technologies and Instrumentation - People use technology to communicate over long distances

Engineering

Project Lead the Way

• Light & Sound

Coding

• Potential Programs

• - Blockly

  • - Move The Turtle

  • - Snap

Social Studies

Living in Towns

A Child’s Place in Time and Space

• • 1.1. Students describe the rights and individual responsibilities of citizenship.

  • 1.2. Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.

  • 1.3 Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time.

  • 1.4 Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same.

  • 1.5 Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.

  • 1. 6 Students understand basic economic concepts and the role of individual choice in a free-market economy.

Visual and Performing Arts

(Key Concepts)

Dance

• • 1.2 (Artistic Perception) Perform short movement problems, emphasizing the element of space (e.g., shapes/lines, big/small, high/low).

  • 2.3 (Creative Expression) Create a short movement sequence with a beginning, a middle, and an end.

  • 2.8 (Creative Expression) Work with others in a group to solve a specific dance problem (e.g., design three shapes—high, medium and low; create slow and fast movements).

  • 4.2 (Aesthetic Valuing) Describe the experience of dancing two different dances (e.g., Seven Jumps, La Raspa).

Music

• • 2.1 (Creative Expression) Sing with accuracy in a developmentally appropriate range.

  • 2.4 (Creative Expression) Improvise simple rhythmic accompaniments, using body percussion or classroom instruments.

  • 4.1 (Aesthetic Valuing) Create movements to music that reflect focused listening.

Theatre

• • 1.1 (Artistic Perception) Use the vocabulary of the theatre, such as play, plot (beginning, middle and end), improvisation, pantomime, stage, character, and audience, to describe theatrical experiences.

  • 2.1 (Creative Expression) Demonstrate skills in pantomime, tableau, and improvisation.

  • 3.1 (Historical and Cultural Context) Identify the cultural and geographic origins of stories

Visual Arts

• 2.1 (Creative Expression) Use texture in two- dimensional and three- dimensional works of art.

• 3.2 (Historical and Cultural Context) Identify and describe various subject matter in art (e.g., landscapes, seascapes, portraits, still life).