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8/12/2019 Kindergarten Curriculum Overview7.12
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Canyon View Manzanita
Sunrise Drive Ventana Vista
CATALINA FOOTHILLS SCHOOL DISTRICT
Program of StudyCFSD Standards for 21
stCentury Learning
KindergartenThis program of study provides general information about what is taught at kindergarten in the CatalinaFoothills School District. It lists the essential knowledge and skills for kindergartners. It does not reflect
the extensions and/or interventions that teachers may implement to meet the wide range of studentcapabilities. Although the program of study is reflected as separate subjects, it is often integrated across
disciplines. In this way, students are able to explore and understand the connections/relationships that
exist among the concepts, ideas, people, and issues beyond the boundaries of individual subject areas.
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KINDERGARTEN PROGRAM OF STUDY
CFSD; 7/12 Grade K 1
What will my child learn in kindergarten?
This program of study is organized by subject areas and
describes what students should know and be able to do
by the end of kindergarten. It includes the new Common
Core State Standards (CCSS) for English language artsand mathematics.
Each curricular area includes a critical learning
composite that defines the essential knowledge and
skills for kindergarten students. This composite defines
learning at two levels: measurement topics and
benchmarks or standards (the CCSS use the term
standards). Both levels are used to assess learning and
ascertain progress. Measurement topics are categories
of related content and skills.Benchmarks/standardsare
grade level specific performance expectations for CFSD
students, grouped by measurement topic. The
benchmarks/standards define what students shouldknow and be able to do and are articulated from
kindergarten through grade twelve. The grade level
benchmarks / standards form the learning pathway for
students as they progress through our schools.
A comprehensive 21st century education that prepares
students to meet the challenges and address the changes
of the 21st century is a top priority in CFSD. Our
students will need to develop a broader set of skills to
thrive in a rapidly evolving, technology-saturated world.
To this end, CFSD has formally integrated seven (7) 21st
century skills (critical and creative thinking,
communication, self-direction, cultural competence,teamwork, leadership, and systems thinking) within the
program of study, where appropriate.
Assessment and Reporting
Teachers use a variety of assessments, including
projects, essays, quizzes/tests, investigations, research,
and other purposeful activities/tasks to measure studentlearning. They select the form of assessment that will
most appropriately measure how well a student has
learned the benchmarks / standards and 21st century
skills. Curricular scales / rubrics are used to describe
and measure the learning expectations within eachmeasurement topic. Each grade level has its own set of
curriculum scales / rubrics. They were designed using a
4-point scale and are used to guide the development ofclassroom-based and common assessments. Students
and their parents will receive specific feedback about
performance each trimester on a report card designed for
this purpose.
ENGLISH LANGUAGE ARTS
LITERATURE
Key Ideas and Details
K.RL.1 With prompting and support, ask and answerquestions about key details in text.
K.RL.2With prompting and support, retell familiar
stories, including key details.K.RL.3With prompting and support, describe
characters, settings, and major events in a story.
Craft and Structure
K.RL.4 Ask and answer questions about unknown
words in a text.
K.RL.5 Recognize common types of texts (e.g.,
storybooks, poems).
K.RL.6 With prompting and support, name the authorand illustrator in a story, and define the role of each in
telling the story
Integration of Knowledge and Ideas
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.RL.8 Not applicable to literature.
K.RL.9 With prompting and support, compare and
contrast the events and characters response to events
in familiar stories.
Range of Reading and Level of Text Complexity
K.RL.10 Actively engage in group reading activities
with purpose and understanding.
INFORMATIONAL TEXT
Key Ideas and Details
K.RL.1 With prompting and support, ask and answer
questions about key details in text.
K.RL.2 With prompting and support, identify the main
topic and retell key details of a text.
K.RL.3 With prompting and support, describe the
connection between two individuals, events, ideas, or
pieces of information in a text.
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KINDERGARTEN PROGRAM OF STUDY
CFSD; 7/12 Grade K 2
English Language Arts(continued)
Crafts and Structure
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 titlepage 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.
Integration of Knowledge and Ideas
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).
CFSD.K.RI.7 With prompting and support, use
illustrations and symbols to support the reading and
understanding of informational text.K.RI.8 With prompting and support, identify the
reasons an author gives to support points in a text.
CFSD.K.RI.8 With prompting and support, identify
details that support and build understanding about a
topic in text.
K.RI.9 With prompting and support, identify
similarities in, and differences between, two texts on
the same topic (e.g., in illustrations, descriptions, or
procedures).and distinguishes between the two in a
variety of texts.
Range of Reading and Level of Text ComplexityK.RI.10 Actively engage in group (shared) reading
activities with purpose and understanding.
AZ.K.RI.10 Actively engage in group (shared) reading
of informational and functional texts, including
history/social studies, science, and technical texts, with
purpose and understanding.
FOUNDATIONAL SKILLS
Print Concepts
K.RF.1 Demonstrate understanding of the
organization and basic features of print.
Phonological Awareness
K.RF.2Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b.
Count, pronounce, blend, and segment syllables
in spoken words, with prompting and support.
c. Blend and segment onsets and rimes of single-
syllable words, with prompting and support.
d. Isolate and pronounce the initial, medial vowel,
and final sounds (phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC) words.
e.
Add or substitute individual sounds (phonemes)in simple, one-syllable words to make new
words.
K.RF.3Know 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 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).
d.
Distinguish between similarly spelled words
by identifying the sounds of the letters that
differ.
CFSD.K.RF.3 Read common sight words in
isolation/lists and in context with automaticity (i.e., 1-
20 on the Fry Word List).
Fluency
K.RF.4Read emergent-reader texts with purpose and
understanding.
WRITING
Text Types and Purposes
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.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.
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KINDERGARTEN PROGRAM OF STUDY
CFSD; 7/12 Grade K 3
English Language Arts(continued)
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 proved a reaction to whathappened.
Production and Distribution of Writing
AZ.K.W.4With guidance and support from adults,
produce writing in which the development and
organization are appropriate to task and purpose.
(Grade-specific expectations for writing types are
defined in standards 1-3 above.)
a.
With guidance and support from adults, produce
functional writing (e.g., classroom rules,
experiments, notes/messages, friendly letters,
labels, graphs/tables) in which the development
and organization are appropriate to task andpurpose.
K.W.5With guidance and support from adults, respond
to questions and suggestions from peers and add details
to strengthen writing as needed.
K.W.6With guidance and support from adults, explore
a variety of digital tools to produce and publish
writing, including in collaboration with peers.
Research to Build and Present Knowledge
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.
SPEAKING AND LISTENING
Comprehension and Collaboration
K.SL.1Participate 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 discussion (e.g.,
listening to others and taking turns speaking
about the topics and texts under discussion).
b. Continue a conversation through multiple
exchanges.
K.SL.2 Confirm understanding of 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.SL.3 Ask and answer questions in order to seek
help, get information, or clarify something that is not
understood.
Presentation and Knowledge of Ideas
K.SL.4Describe familiar people, places, things, andevents and, with prompting and support, provide
additional detail.
K.SL.5 Add drawings or other visual displays to
descriptions as desired to provide additional detail.
CFSD.K.SL.5 Use a variety of formats to enhance a
presentation (i.e., visual arts, drama, or digital tools).
K.SL.6 Speak audibly and express thoughts, feelings,
and ideas clearly.
LANGUAGE
Conventions of Standard EnglishK.L.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a.
Print many upper- and lowercase letters.
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.
K.L.2 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 andshort-vowel sounds (phonemes)
d. Spell simple words phonetically, drawing on
knowledge of sound-letter relationships
K.L.3 No K.L.3 in Kindergarten
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KINDERGARTEN PROGRAM OF STUDY
CFSD; 7/12 Grade K 4
English Language Arts(continued)
Vocabulary Acquisition and Use
K.L.4Determine or clarify the meaning of unknown
and multiple meaning words and phrases based on
kindergarten reading and content.a. Identify new meanings for familiar words and
apply them accurately (e.g., knowing duckis a
bird and learning the verb to duck).
b.
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.L.5 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.
K.L.6 Use words and phrases acquired through
conversations, reading and being read to, andresponding to text.
MATHEMATICS
Counting and Cardinality
K.CC.1Count to 100 by ones and by tens.K.CC.2Count forward beginning from a givennumber within the known sequence (instead of
having to begin at 1).K.CC.3Write numbers from 0 to 20. Represent anumber of objects with a written numeral 020 (with
0 representing a count of no objects).K.CC.4Understand the relationship between numbersand 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.
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.
c.
Understand that each successive number namerefers to a quantity that is one larger.
K.CC.5Count to answer how many? questionsabout 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.6Identify whether the number of objects in onegroup is greater than, less than, or equal to the number
of objects in another group, e.g., by using matching
and counting strategies. (Include groups with up to ten
objects)
K.CC.7Compare two numbers between 1 and 10presented as written numerals.
Operations and Algebraic Thinking (OA)
K.OA.1Represent addition and subtraction withobjects, fingers, mental images, drawings, sounds
(e.g., claps), acting out situations, verbal explanations,
expressions, or equations. (Drawings need not show
details, but should show the mathematics in the
problems. This applies wherever drawings are
mentioned in the Standards.)K.OA.2Solve addition and subtraction word
problems, and add and subtract within 10, e.g., byusing objects or drawings to represent the problem.K.OA.3Decompose numbers less than or equal to 10into 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.4For any number from 1 to 9, find the numberthat 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.5Fluently add and subtract within 5.
Number and Operations in Base Ten
KNBT.1Compose and decompose numbers from 11to 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.
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KINDERGARTEN PROGRAM OF STUDY
CFSD; 7/12 Grade K 5
Mathematics(continued)
Measurement and Data
K.MD.1Describe measurable attributes of objects,such as length or weight. Describe several measurable
attributes of a single object.K.MD.2Directly compare two objects with ameasurable 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.MD.3Classify objects into given categories; countthe numbers of objects in each category and sort the
categories by count.(Limit category counts to be less
than or equal to 10).CFSD.K.MD.4 Use common attributes of coins
(required: quarter, dime, nickel, penny)to identify
the name and value.
Geometry
K.G.1Describe objects in the environment usingnames 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.2Correctly name shapes regardless of theirorientations or overall size.K.G.3Identify shapes as two-dimensional (lying in aplane, flat) or three-dimensional (solid).K.G.4Analyze and compare two- and three-
dimensional shapes, in different sizes andorientations, 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.5Model shapes in the world by building shapesfrom components (e.g., sticks and clay balls) and
drawing shapes.K.G.6Compose simple shapes to form larger shapes.For example, "Can you join these two triangles with
full sides touching to make a rectangle?
Standards for Mathematical PracticeK.MP.1Make sense of problems and persevere insolving them.K.MP.2Reason abstractly and quantitatively.K.MP.3Construct viable arguments and critique thereasoning of others.K.MP.4Model with mathematics.K.MP.5Use appropriate tools strategically.K.MP.6Attend to precision.
K.MP.7Look for and make use of structure.K.MP.8Look for and express regularity in repeatedreasoning.
SCIENCE
Scientific Inquiry
Generating Scientific Questions
SC0.1a.1 Generates an I wonder question through
interactions with materials or people.
Predicting and Hypothesizing
SC0.1b.1 Makes a wide-variety of predictions,
probable or improbable, at different points during a
guided investigation.
Designing Investigations
SC0.1c.1 Explains the process of an investigation, andsequences the major steps(before, during, and after a
guided experiment; for example: gather materials, set
up the experiment, collect data, record the results).
Observation and Data Collection
SC0.1d.1 Classifies objects using observable and
measurable properties (for example: shape, length,
weight) and justifies groupings.
SC0.1d.2 Represents data through scientific
drawings, symbols, and/or words (for example: adds
essential information to a diagram provided by the
teacher).SC0.1d.3 Demonstrates safe behavior and appropriate
procedures (for example: use of instrument, materials,
and organisms).
Analysis and Conclusion
SC0.1e.1 Describes relevant observations using
pictures, models, and/or words.
SC0.1e.2 Explains the results of an investigation to
others (for example: peers, teacher).
Interaction of Science & Society
SC0.2.1 Describes how different people (for example:
weather reporters, cooks, gardeners, healthcareworkers) use science in daily life.
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KINDERGARTEN PROGRAM OF STUDY
CFSD; 7/12 Grade K 6
Science(continued)
SC0.2.2 Describes how diverse people and/or
cultures, past and present, have made important
contributions to scientific discovery (for example:
Jane Goodall, Louis Braille).SC0.2.3 Describes how simple tools, including
technology (scissors, pencils, computer, paperclips,
hammers),can make tasks easier.
Systems Thinking
SC0.3a.1 Describes how parts work together to make
a whole (required: parts of a plant, body parts). [Big
Picture]
SC0.3b.1 Describes change as a series of predictable
observations that are connected in time to produce a
pattern (required: seasons). [Change Over Time]
Characteristics of Living Things (Life Science)SC0.4.1 Distinguishes between living and non-living
things based on observable characteristics (required:
takes in energy and water; has a life cycle--grows
and dies).
SC0.4.2 Compares human body parts (for example:
shoulder, elbow, hip, thigh)and their functions (for
example: movement--legs, wings; protection--skin,
shell)to similar parts on other animals.SC0.4.3 Describes a variety of plants and animals that
exist in local environments according to their visible
characteristics (for example: desert Saguaro cactus,
Javelina, Cactus Wren, Palo Verde tree).
Interdependence of Living Things and Their
Environment (Life Science)
SC0.5.1 Describes how the interdependence of the
five senses helps an individual interact with its
environment (for example: a person can smell, see,
and feel the heat of a fire and react accordingly).
SC0.5.2 Explains why plants and animals need food,
water, air, space, and sunlight to grow and survive.
SC0.5.3 Describes changes in a biological system (for
example: birds nesting in plants, insects eating
plants, a decaying pumpkin).
Interactions of Matter (Physical Science)
SC0.7.1 Predicts which materials will be attracted to
magnets and classifies them according to whether
they are magnetic or not.
SC0.7.2 Describes important applications of
magnets in everyday life (for example: door latches,
toys, refrigerator magnets; required: proper and
improper use).
SC0.7.3 Describes how forces (push and pull) cause
objects to move in a variety of ways (for example:
zig-zag, back-and-forth, up and down, around, fast,
slow).
SC0.7.4 Explains that forces can make objects move
without contact (required: magnets pull on iron;
static electricity picks up small bits of paper; gravity
pulls objects down).
Structure and Processes of the Earth (Earth and
Space Science)
SC0.9.1 Classifies objects as being naturally
occurring or man-made.SC0.9.2 Describes ways natural or man-made
materials can be reused or recycled.
SC0.9.3 Describes seasonal weather patterns and their
effects on plants and animals (for example: how trees
change through the seasons, how animals respond tochanges in the seasons).
SOCIAL STUDIES
Cultural Diversity and InteractionsSS0.1.1 Describes multiple elements(for example:
food, clothing, housing, recreation, holidays)of
diverse cultures, including those in the immediate
community.
SS0.1.2 Explains that people in the United States (for
example: students in classroom/school)have different
backgrounds, but share common principles and
customs/traditions.
Spatial Thinking and Use of Charts, Maps, and
Graphs
SS0.2.1 Describes characteristics of maps and globes
(required: symbols, map key/legend).
SS0.2.2 Compares similarities and differences
between maps and globes (for example: similar -
show a view from above, show things/objects as they
are, only smaller; show position/location of
things/objects; different - round model versus flat
drawing).
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KINDERGARTEN PROGRAM OF STUDY
CFSD; 7/12 Grade K 7
Social Studies(continued)
Reciprocal Impact of Geography on People and
Events
SS0.3.1 Describes through images how people live
differently in other places and times.SS0.3.2 Describes geographic concepts (for example:
What is the impact of drought on the desert? What is
the impact of litter on the playground?)related to
historical and current events/issues.
Economic Decision-Making and Personal Finance
SS0.5.1 Explains differences between needs (things
people need to live; for example: food, clothing,
shelter)and wants (things people would like to have;
for example: birthday presents).
SS0.5.2 Describes how people earn a living in the
community and the places they work.Rights, Responsibilities, and Participation in the
Political Process
SS0.6.1 Explains that individuals (for example: Martin
Luther King, Jr.) have supported the rights and
freedoms of others (for example: choosing a job).
SS0.6.2 Describes examples of responsible citizenship
in the school setting and in stories about the past and
present (for example: respecting what belongs to
others, taking turns, being honest).
Government Symbols, Structures, Laws, and
DocumentsSS0.7.1 Describes national symbols and monuments
that represent American democracy and values (for
example: American flag, White House, Bald Eagle,
Statue of Liberty).
SS0.7.2 Explains the significance of the Pledge of
Allegiance and the National Anthem.
SS0.7.3 Names American Presidents (required:
George Washington, Abraham Lincoln, current
President)as leaders of our country.
Individuals, Groups, and Events That Shaped
HistorySS0.8.1 Explains why explorers (for example: Lief
Ericson, Columbus, Magellan, Marco Polo, JohnGlenn, Neil Armstrong, Sally Ride)travel to new
places (for example: discover new land/space
exploration, find resources, curiosity).
Patterns of Change Over Time
SS0.9.1 Describes how exploration results in the
exchange of new ideas, culture, and goods (for
example: foods, animals, plants, artifacts, stories).
Current Events and the Modern WorldSS0.10.1 Shares current events from various sources.
Critical and Creative Thinking
SS0.11.1 Classifies ideas and events (required: needs
and wants, cultural elements, maps and globes)into
meaningful and definable categories on the basis of
their attributes.
Research Skills for History
SS0.12.1 Uses primary source materials to study
people and events from the past (for example: letters,
photos, artifacts).
SS0.12.2 Sequences recounts of historical and currentevents using the concepts of before and after.
SPANISH
Person-to-Person Communication
WLK.1.1 Exchange greetings and leave takings
(required: hello - hola; goodbye - adios).WLK.1.2 Answer simple questions (for example:
What is your name? How old are you?) on familiar
topics with single-word descriptions, including yes/no,
either/or (required: name; age;body part; day of the
week; color; shape; size;numbers; favorite, such as
pet, color, shape, dayof week).
WLK.1.3 Express the appropriate reaction (for
example: positive; negative; sympathetic; agreement)
to astatement using gestures (required: positive,
negative gestures).
Listening and Reading for Understanding
WLK.2.1Interpret commonly used words (in
isolation) and memorized expressions, including
cognates when supported by context, visuals and
gestures provided to the class (required: name; age;
daysof the week; weather; colors; numbers; bodyparts; common pets; family).
WLK.2.2 Follow high frequency one-step teacher
commands and directions when supported with
visual/auditory cues and gestures (for example:raise
your hand teacher raises hand; required:stand up;
sit down; raise your hand; walk; come
Here; form a line).
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KINDERGARTEN PROGRAM OF STUDY
CFSD; 7/12 Grade K 8
Spanish(continued)
Oral and Written Presentation
WLK.3.1Present chants, rhymes, or songs using
appropriate body movements (for example:
songs/chants/rhymes about counting; Happy Birthday;songs/chants/rhymes that relate to theme, contain
much repetition, and can be understood through the
use of visuals and gestures; required: Manzanita del
Per; Dale, Dale, Dale; La Raspa; Pin Uno; 123
Chocolate; Number Song; Color Song).
WLK.3.2 Present simple information about self and
immediate surroundings (required: colors; family
members; body parts; shapes; sizes; pets).
Cultural Competence
WLK.4.1Compare tangible and intangible products of
own and target culture (required: Mexico flag,emblem, legend, piata; party foods, traditional foods
of Mexico, e.g., tortilla).
WLK.4.2 Compare practices of own and target culture
(required: Mexico El Grito, La Raspa, piata,Dale,
Dale, Dale, Manzanita del Per, 123 Chocolate,
holiday traditions).
WLK.4.3 Imitate culturally appropriate gestures and/or
behaviors (for example: greetings, titles, mucho gusto,
salud).
Making Connections Through Language
WLK.5.1 Perform level-appropriate mathematics tasks
in context (required: counting forward to 20; usingunits of time to state days of week; sortingobjects
according to attributes color, shape,size) using
information acquired in the target culture.
WLK.5.2 Use calendar features and concepts in target
culture resources (required: print calendar;naming
today, yesterday, tomorrow) to find information (for
example: day of the week).
Communication Across Communities
WLK.6.1 Communicate with Spanish-speaking peers
(for example: school and classroom community sister
school program; (required: introduces self tomembers of another school community class, such as
a First Grade class, by playing Manzanita del Per).
WLK.6.2 Attend, participate in, or view target
language culture events and shares with others (for
example: rhymes; chants; celebrations;games)
(required: performs La Raspa incelebration of El
Grito; participates in/playsManzanita del Per, Pin
Uno, 123 Chocolate,and Dale, Dale, Dale).
HEALTH
Healthy Lifestyle and Healthy Choices
H1.0.1 Recognizes safe and healthy eating habits.
H1.0.2 Identifies health behaviors important to
personal well-being (e.g., sleep, physical activity, and
personal hygiene: tooth brushing, flossing).
H1.0.3 Identifies basic emotions (e.g., love, fear,
anger).
H1.0.4 Understands TV images can be unrealistic.
H1.0.5 Knows that "touches" can be safe and unsafe.
Disease Prevention and Health Risk Reduction
H2.0.1 Understands germs can be spread between
people.
H2.0.2 Identifies common injuries and their causes.
H2.0.3 Identifies poisons and hazardous substances.
H2.0.4 Knows who can help provide health and
emergency information from home and school,
including use of 911.H2.0.5 Demonstrates peaceful methods for resolving
disagreement.
Human Growth and Development and Respect for
Individual Differences
H3.0.1 Identifies human body parts and how they
work.
H3.0.2 Understands that people have different body
shapes, colors, and sizes.
PHYSICAL EDUCATION
Movement and Development of Motor Skills
P1.0.1 Identifies fundamental movement patterns (e.g.,
manipulative, locomotor, and non-locomotor skills).
P1.0.2 Applies appropriate concepts to performance
(e.g., change direction while running, levels).
P1.0.3 Participates in basic rhythmic activities.
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KINDERGARTEN PROGRAM OF STUDY
CFSD; 7/12 Grade K 9
Physical Education(continued
P1.0.4 Establishes a beginning
movement vocabulary (e.g.,
personal space, high/low levels, fast/slow
speeds, light/heavy weights, balance, twist).Responsible Personal and Social Behaviors in
Physical Activities
P2.0.1 Understands the elements of cooperation in
physical activity settings.
Participating in Physical Activities and
Maintaining an Active Lifestyle
P3.0.1 Identifies the physiological signs of moderate
physical activity (e.g., fast heart rate, heavy
breathing).
P3.0.2 Engages in moderate to vigorous physical
activity.P3.0.3 Identifies physical activities that are enjoyable.
P3.0.4 Understands that physical activity is necessary
to build good physical fitness.
VISUAL ARTS
Art Concepts, Processes and Techniques
VA1.0.1 Knows the elements of art.
VA1.0.2 Uses art materials and tools in a safe and
responsible manner.
VA1.0.3 Understands the concepts of
memory/experience, imagination, and observation.
Personal Involvement and Communication
Through Original/Interpretive Work
VA2.0.1 Knows how different media, techniques, and
processes are used to communicate original ideas,
experiences, and stories.
VA2.0.2 Uses problem-solving techniques.
VA2.0.3 Knows how to generate prospective ideas
for original works of art.
Universal Concepts/Themes and Connections to
Culture and HistoryVA3.0.1 Knows that there are universal concepts and
themes within various works of art.VA3.0.2 Knows that the visual arts both have a
history and specific relationships to various cultures.
VA3.0.3 Knows that peoples' experiences can
influence the creation of specific artworks.
Assessment of Characteristics/Merits of Own and
Others Work
VA4.0.1 Understands that specific artworks can elicit
different responses.
VA4.0.2 Knows specific criteria for evaluating works
of art.
MUSIC
Music Concepts, Processes, and Techniques
M1.0.1 Sings/plays expressively and in tune a varied
repertoire of music (e.g., explore the uses of the voice
and a variety of classroom instruments).
M1.0.2 Recognizes (aurally and visually) and applies
simple melodic and rhythmic patterns (e.g., echo and
improvise; maintain a steady beat).
M1.0.3 Recognizes and applies the elements of music
(e.g., variation in tempo, dynamics, and timbre).M1.0.4 Recognizes that music can be represented by
pictures and/or standard symbols.
M1.0.5 Recognizes and applies standard music
notation (e.g., whole notes and rests, half notes and
rests, quarter notes and rests, paired eighths; simple
rhythmic and melodic patterns).
M1.0.6 Recognizes basic properties of sound.
Personal Involvement and Communication
Through Original/Interpretive Work
M2.0.1 Expresses meaning, images, mood, and
feelings conveyed by a variety of musical experiences.
M2.0.2 Demonstrates creative musical expression.
M2.0.3 Understands that participation in music can
bring personal satisfaction.
Universal Concepts/Themes and Connections to
Culture and History
M3.0.1 Demonstrates an understanding of music
traditions and styles from a variety of times, places,
and cultures.
M3.0.2 Demonstrates an understanding of the
relationship of music to the other arts.
Assessment of Characteristics/Merits of Own andOthers Work
M4.0.1 Shows respect for personal work and the workof others.
M4.0.2 Evaluates personal work relative to the specific
criteria.
M4.0.3 Demonstrates appropriate audience behavior
for the context and style of music performed.
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KINDERGARTEN PROGRAM OF STUDY
CFSD; 7/12 Grade K 10
EDUCATIONAL TECHNOLOGY
Creativity and Innovation
ET0.1.1Explores and identifies models and
simulations.ET0.1.2Observes and extends patterns.ET0.1.3Uses digital creativity tools to develop ideas
and create a project.
Communication and Collaboration
ET0.2.1Communicates with others as a whole class
using digital tools.
ET0.2.2Participates in a classroom-learning projectusing digital collaborative resources.
ET0.2.3Explores other cultures through digital
resources.
Research and Informational Literacy
ET0.3.1Generates key words for a search from a
teacher-posed question or topic.
ET0.3.2Explores a variety of information sources.
ET0.3.3Conducts a search using a key word.
ET0.3.4 Uses preselected sources.
ET0.3.5 Demonstrates knowledge of real versus
make-believe.ET0.3.6 Sorts information into major topics
ET0.3.7 Identifies and follow rules regarding the use of
information resources.
Critical Thinking, Problem Solving and Decision
Making
ET0.4.1Collaborates as a class to select an essential
question* to research using digital resources.
(*Select essential questions, which are rich inquiry-
based questions that provide higher-order challenges
and creative problem-solving opportunities. This
could focus on a class investigation about a
community problem that is identified through various
digital resources and planning tools.)
ET0.4.2Participates in a group-learning project using
digital tools to answer a question.
ET0.4.3 Explores solutions or results as a class by
discussing data collected.
Digital Citizenship
ET0.5.1 Identifies use of personal devices (For
example: cell phones, laptop computers, gaming
systems) and when it is appropriate to use them.
ET0.5.2Identifies and articulate rules for the use of
digital tools as defined by school board policy andprocedures.
ET0.5.3Discusses why it may be dangerous to visit
certain Internet sites.ET0.5.4 Recognizes and discusses why there are rules
for using technology at home and at school.
ET0.5.5 Recognizes and discusses examples of
technology used in daily life.
Technology Operations and Concepts
ET0.6.1 Identifies basic technology terms (For
example: Keyboard, mouse, track pad, display).ET0.6.2 Identifies technology process terminology
(For example: Open, close, save, click).
ET0.6.3Identifies technology application for a given
activity/project.
ET0.6.4 Demonstrates knowledge of electrical safety
when using computers and other technology.
ET0.6.5 Uses the mouse/track pad to perform
computer functions such as accessing an application,
indicating a choice, or activating a link. Uses the
keyboard to type letters and numbers and know how to
use special key functions.
ET0.6.6 Uses technology to identify letters and
numbers and differentiate between them.
ET0.6.7 Uses an interactive presentation system as
part of classroom work.
ET0.6.8 Identifies and uses common navigational
elements of a web page.
ET0.6.9 Demonstrates appropriate use of login
procedures.
ET0.6.10 Devises a class plan on how to solve
different types of technology problems.
ET0.6.11 Transfers knowledge of technology used athome to technology that will be used at school.
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KINDERGARTEN PROGRAM OF STUDY
CFSD; 7/12 Grade K 11
CFSDs 21stCENTURY SKILLS
Communication
Communication is the generation of meaning through
exchanges using a range of contemporary tools,
transmissions, and processes. In todays wired,networked society, it is critical that students learn to
communicate effectively using a range of media,
technology, and environments, and find new and
creative ways to express ideas.
Critical & Creative Thinking
Critical and creative thinking (higher order thinking)
refer to a set of cognitive skills or strategies that
increases the probability of a desired outcome. In an
information-rich society, the quality of ones thought
processes, particularly more complex thought, might
be among the most important things that an individualbrings to work and society. The skills for gathering,
analyzing, interpreting and evaluating evidence, and
expanding knowledge through investigation, problem
solving, invention, and experimentation have become
increasingly valued.
Cultural Competence
Students who are culturally and globally competent
value diversity, exhibit an informed sensitivity, and
actively engage with/in other cultures. Given the
realities of globalization in a flat world, our
students need to develop the ability to work
cooperatively with individuals from vastly different
backgrounds, communicate effectively in a variety of
cultures and languages, engage in solving critical
global and/or cultural issues, and view the world from
a perspective other than ones own.
Leadership
Leadership is the capacity of an individual or team to
guide, direct, or influence a group or institution in
ways that bring about change and achieve stated
purposes. Leaders in the 21st century must be
adaptable, possess wide intellectual curiosity, and be
lifelong learners. They must be willing to see value indifferent perspectives, be comfortable with
uncertainty, look globally for solutions and
challenges, and empower others to effect change.
Self-Direction
Self-direction is the ability to set goals related to
learning, plan for the achievement of those goals,
independently manage time and effort, and assess the
quality of learning and any products that result from
the learning experience. Self-directed, productivestudents who are able to learn independently and
adapt in a world of rapid change will thrive in the 21st
century.
Systems Thinking
Systems thinking is a vantage point from which one
sees a whole, a web of relationships, rather than
focusing only on the detail of any particular piece.
Events are seen in the larger context of a pattern that
is unfolding over time. Systems thinking provides
students with a more effective way of interpreting the
complexities of the world in which they liveaworld that is increasingly dynamic, global, and
complex.
Teamwork
Teamwork refers to the abilities to cooperate as a
member of a highly successful group, to interact
smoothly with others, and to work together with one
or more people to achieve a goal (e.g., solve
problems, create novel products, learn and master
content). The demands of 21st century working and
learning increasingly call for cooperative efforts.