Kindergarten
Team
Kindergarten Curriculum
Math
- Bridges Family Resources
- August/September
- October
- November/December
- December/January
- February/March
- March/April
- April/May
Bridges Family Resources
August/September
October
Unit 2: Numbers to 10
Learning Targets
- Students begin to develop number sense with combinations to make 5 and 10
- Students explore numbers between 0 and 10 by building and using a 10-bead number rack
- Students continue to develop number sense with numbers up to 10 by recognizing and matching numbers
- Students explore shapes and patterns as they compose and decompose shapes
November/December
Unit 3: Bikes & Bugs: Double, Add & Subtract
Learning Targets
- Students learn how to count groups of objects by 2s up to 20
- Students add and subtract 1 from a number up to 10
- Students are introduced to the concept of doubles
- Students solve story problems involving adding and subtracting 1, as well as doubling quantities
- Students work on ordering and comparing numbers
Unit 4: Paths to Adding, Subtracting, & Measuring
Learning Targets
- Students use the number line to count forward and backward from 0 to 50
- Students count, add and subtract numbers
- Students compare and measure length
- Students solve and subtract story problems to 10
December/January
February/March
March/April
Unit 5: Two-Dimensional (2D) Geometry
Learning Targets
- Students explore differences between 2-dimensional (2D) and 3-dimensional (3D) shapes
- Students identify, describe, and draw 2-dimensional (2D) shapes
- Students sort and compare shapes on graphs
Unit 6: Three-Dimensional (3D) Shapes & numbers Beyond 10
Learning Targets
- Students name and describe 3-dimensional (3D) shapes
- Students understand place value of numbers from 10 to 20
- Students solve number combinations to 10
April/May
Unit 6: Three-Dimensional (3D) Shapes & numbers Beyond 10
Learning Targets
- Students name and describe 3-dimensional (3D) shapes
- Students understand place value of numbers from 10 to 20
- Students solve number combinations to 10
Unit 7: Weight & Place Value
Learning Targets
- Students weigh objects and earn the concept of heavier and lighter
- Students add and subtract story problems to 10
- Students count groups of objects by 10s and 1's
Reading
Really Great Reading: Foundational Reading Skills-Countdown
Book 1
Book 2
Learning Targets
- I can listen to and understand sounds in sound stories.
- I can identify the beginning sound in a word.
- I can blend individual sounds together to make a word.
- I can break words apart into individual sounds.
- I can change, add, or remove sounds in words to make new words.
- I can identify and name all 26 letters of the alphabet.
- I can write letters and sounds to spell words.
- I can read words by matching letters to their sounds.
- I can read sight words quickly and automatically.
Book 3
Learning Targets
- I can identify whether a vowel sound is short or long.
- I can blend two sounds together to make a word or word part.
- I can blend syllables together to say a whole word.
- I can tell the difference between vowels and consonants.
- I can match letter names to their sounds.
- I can recognize letters and say their sounds.
- I can use letter sounds to read and spell words.
- I can read sight words quickly and automatically.
Arts & Letters: Knowledge Building Topics
1st Quarter
The Five Senses
How do people use their senses to experience the world?
- Knowledge Threads
- There are five senses—hearing, sight, smell, taste, and touch.
- People can use their senses to become more aware of their community and surroundings.
- People experience joy through their senses.
- People can use their senses to accomplish extraordinary things.
- People can use their senses to share experiences with others.
- People can use their senses to learn about the world.
- Learning Targets
- I can learn about the five senses by reading literary and informational texts.
- I can identify the main topic and retell key details in informational texts about the five senses.
- I can describe connections among ideas and events in informational texts about the five senses.
- I can identify the characters and setting in literary texts about the five senses.
- I can describe how illustrations and words work together in texts about the five senses.
- I can use dictating, drawing, and writing to explain how people use their five senses to experience the world.
- I can print uppercase and lowercase letters to label my drawings.
- I can participate in class discussions about the five senses by speaking clearly and sharing ideas connected to the topic.
2nd Quarter
Once Upon a Farm
What happens on a farm?
- Knowledge Threads
- Farms vary in size, location, and purpose.
- Farm animals inspire stories.
- Farming requires preparation and hard work.
- Learning Targets
- I can learn about what happens on a farm by reading literary and informational texts.
- I can retell familiar stories about farms using major events and key details.
- I can build and use vocabulary related to farms and explain relationships among words.
- I can recognize different text types and describe the roles of the author and illustrator in texts about farms.
- I can compare and contrast the experiences of characters in stories about farms.
- I can use dictating, drawing, and writing to tell stories set on farms.
- I can edit my writing for capitalization and end punctuation.
- I can participate in class discussions about farm stories by listening carefully, taking turns, and sharing my ideas.
3rd Quarter
America, Then and Now
How has innovation changed life in America over time?
- Knowledge Threads
- Curiosity, necessity, and creativity lead to innovations and inventions.
- Communities change over time.
- Transportation changes over time.
- Communication changes over time.
- Learning Targets
- I can build knowledge about change over time by reading literary and informational texts.
- I can identify the main topic and retell key details in texts about innovation and inventors.
- I can use vocabulary strategies to determine the meanings and impact of words and phrases.
- I can collect evidence from sources to write informative paragraphs about how innovation has changed life in America over time.
- I can orally present information about how cameras and photos have changed over time using a visual display.
- I can edit my writing for letter-sound correspondence, capitalization, and end punctuation.
- I can participate in class discussions about how America has changed over time by using evidence to support my ideas and sharing more than one thought.
4th Quarter
The Continents
What makes the world fascinating?
- Knowledge Threads
- There are seven continents in the world: Africa, Antarctica, Asia, Australia, Europe, North America, and
South America. - The world has diverse people, animals, landmarks, and physical features.
- People can learn about the world through oral storytelling, books, maps, photographs, and exploration.
- Around the world, people make discoveries together.
- There are seven continents in the world: Africa, Antarctica, Asia, Australia, Europe, North America, and
- Learning Targets
- I can build knowledge about what makes the world fascinating by reading literary and informational texts.
- I can ask and answer questions about key details related to the continents.
- I can identify reasons authors use to support the idea that teamwork is important for making discoveries about the world.
- I can compare the adventures and experiences of individuals in different texts.
- I can use vocabulary strategies to determine the meanings and impact of words and phrases.
- I can collect evidence from sources to write opinion paragraphs about what makes the world fascinating.
- I can create digital displays that share my opinions and demonstrate my knowledge about a selected continent.
- I can edit my writing for letter-sound correspondence, capitalization, and end punctuation.
- I can participate in class discussions about what makes the world fascinating by supporting my ideas with evidence from a text and asking questions to better understand others.
Science
August/September
Life Science: Animal Needs Unit (Animal Secrets)
Learning Targets
- Students obtain information through virtual observations of different animal behaviors and use this evidence to explain that one of the basic needs of animals is food
- Students obtain information through media about how different animal homes are built. They use this evidence to explain that animals need shelter
- Students obtain information through virtual observations of different animal behaviors. They use this evidence to explain that one of the basic needs of animals is shelter
- Students take a nature walk to look for evidence of animal homes
October/November
Life Science: Plant Needs Unit (Plant Secrets)
Learning Targets
- Students make observations of plants in order to identify their needs and that they are, in fact, living things
- Students investigate to determine the basic needs of plants. They observe to identify ways young plants resemble the parent plant and how the plant changes as it proceeds through its life cycle
- Students obtain evidence of living organisms by virtually keeping watch of a log and the living things that visit it
November/December
Life Science: Plant Needs Unit (Plant Secrets)
Learning Targets
- Students make observations of plants in order to identify their needs and that they are, in fact, living things
- Students investigate to determine the basic needs of plants. They observe to identify ways young plants resemble the parent plant and how the plant changes as it proceeds through its life cycle
- Students obtain evidence of living organisms by virtually keeping watch of a log and the living things that visit it
Earth & Space Science: Severe Weather Unit (Wild Weather)
Topic and Learning Targets
- Students obtain information of different types of severe weather to observe and describe how the weather changes during these events and what students can do to prepare and stay safe
- Students create a simple tool that allows them to observe how hard the wind is blowing. They use this tool to observe weather changes and describe the pattern of faster wind speeds right before a storm
- Students obtain information through observations of the weather. They communicate the information by acting as weather watchers and creating drawings of the weather conditions
January/February
Earth & Space Science: Weather Patterns Unit (Circle of Seasons)
Learning Targets
- Students track the weather daily and analyze the data by collecting, recording, and sharing their observations to observe patterns of weather changing throughout the day and from day-to-day
- Students evaluate information in a series of unnamed drawings of each season. They use these clues to identify characteristics of each season and describe the yearly cyclical pattern
- Students identify the reasons why birds lay eggs in the spring. Then, they develop a bird nest model and use this model as evidence for how animals can change the environment to meet their needs
February/March
Earth & Space Science: Weather Patterns Unit (Circle of Seasons)
Learning Targets
- Students track the weather daily and analyze the data by collecting, recording, and sharing their observations to observe patterns of weather changing throughout the day and from day-to-day
- Students evaluate information in a series of unnamed drawings of each season. They use these clues to identify characteristics of each season and describe the yearly cyclical pattern
- Students identify the reasons why birds lay eggs in the spring. Then, they develop a bird nest model and use this model as evidence for how animals can change the environment to meet their needs
Physical Science: Sunlight & Warmth Unit (Sunny Skies)
Learning Targets
- Students make observations of the pavement heating up after being warmed by the Sun. Then, they design a solution to build a shade structure that can reduce the warming effect of sunlight
- Students carry out an investigation to test which materials can redirect the light and heat of sunlight (*This lesson has students increase the warming effect of sunlight on an area)
- Students construct an explanation for why marshmallows melt in one car and not in another car. Then, they conduct a virtual investigation to determine that the warmth of the Sun is the cause of the melted marshmallows
March - May
Physical Science: Pushes & Pulls Unit (Force Olympics)
Learning Targets
- Students observe different machines and use those observations as evidence for why machines make work easier
- Students observe construction equipment being used in different ways to move objects
- Students carry out an investigation to determine how far back they should pull a model wrecking ball to knock down a wall, but not the houses behind it
- Students play a game of bumper bowling to observe the way that objects can move in straight lines, zigzags, and back and forth
- Students conduct an investigation of how to protect a town from a falling boulder. They design a solution to safely guide the direction of the boulder away from the town
- Students define a problem they would like to solve and then design a solution using what they know about the locations of objects and how they can move
Social Studies
Writing
1st Quarter
The Five Senses
Introduction to Writing
Learning Targets
- I can show what happens when I use two of my senses.
- I can explain which body parts I use with my senses, such as using my ears to hear and my hands to touch.
- I can respond directly to the writing prompt by keeping my drawing, labels, and writing on topic.
- I can add details to my drawing to show what I know about the senses.
- I can dictate a sentence to explain my drawing.
- I can label my drawing with beginning letters or words that match my picture.
- I can attempt to print letters to represent words in my writing and labels.
2nd Quarter
Once Upon a Farm
Narrative Writing
Learning Targets
- I can show knowledge of people, animals, and objects found on a farm.
- I can explain jobs that people do on a farm.
- I can respond directly to the prompt by keeping my writing and drawing on topic.
- I can add details to my drawing to show a farm setting.
- I can draw characters that belong in a farm setting.
- I can create a beginning, middle, and end in my story using pictures and writing.
- I can use a sentence frame to introduce a character and tell what happens at the beginning of my story.
- I can write sentences to describe what happens in the middle of my story.
- I can write sentences to explain how a character feels at the end of my story.
- I can print learned letters in my writing.
- I can use letters that match the sounds I hear in words.
- I can use a capital letter at the beginning of a sentence.
- I can use a period at the end of a sentence.
3rd Quarter
America, Then and Now
Informative Writing (Research)
Learning Targets:
- I can show knowledge of how keeping food cold has changed over time.
- I can write a clear focus sentence that introduces the topic of my paragraph.
- I can use evidence from module texts in my writing.
- I can explain my topic using details and evidence from the text.
- I can write a clear conclusion sentence that restates the focus of my paragraph.
- I can add details to my drawings to show how keeping food cold has changed over time.
- I can print uppercase and lowercase letters correctly in my writing.
- I can use letters that match the sounds I hear in words.
- I can spell simple words using letter-sound knowledge.
- I can use capital letters at the beginning of sentences.
- I can use periods at the end of sentences.
4th Quarter
The Continents
Opinion Writing (Research)
Learning Targets:
- I can show knowledge about a selected continent in my presentation and digital display.
- I can create a title that matches my presentation topic.
- I can include at least two images that support my reasons for choosing a continent.
- I can label each image in my presentation and display.
- I can clearly state my opinion about the continent I chose.
- I can explain how my digital display supports my opinion about the continent.
- I can support my opinion with evidence from module texts during my presentation.
- I can use letters that match the sounds I hear in words.
- I can spell simple words using letter-sound knowledge.
Curriculum Resources
MathBridges Math; ZEARN (Supplemental Resource)
Reading/English/Social Studies Science English Language Development