flemington-raritan regional school district · · 2010-03-24flemington-raritan regional school...

Flemington-Raritan Regional School District

Flemington, New Jersey

Kindergarten Curriculum

Gregory Nolan, Superintendent

Daniel Bland, Assistant Superintendent

Carol Baker, Language Arts Supervisor

Anthony DeMarco, Science/Social Studies Supervisor

Sandra Pollock, Mathematics Supervisor

Colleen Ewing

Regina Loreti

Anne McDougald

Katherine O’Leary

Susan Shames

Council of Instruction Review: December 9, 2009

Staff Review/Vote:

BOE Curriculum Committee Review: December 2, 2009

Board of Education Approval: December 14, 2009



Table of Contents

Page

Table of Contents .............................................................................. 1-2

District Mission Statement ................................................................ 3

Philosophy ......................................................................................... 4

Concepts ............................................................................................ 5-6

Objective I: Prereading ..................................................................... 7

Objective I: Reading ......................................................................... 8

Objective I: Postreading ................................................................... 9

Objective I: Prewriting ..................................................................... 10

Objective I: Drafting ......................................................................... 11-12

Objective I: Postwriting .................................................................... 13

Objective II: Story Elements ............................................................ 14-15

Objective III ....................................................................................... 16

Objective IV ...................................................................................... 17-19

Kindergarten Mathematics Activities ................................................ 20-36

Kindergarten Author Study ............................................................... 37

Kindergarten Pacing Guide ............................................................... 38

Social Studies Curriculum Standards ................................................ 39

Integrated Unit: School Community/Classroom Community .......... 40

Integrated Unit: ME, FAMILY, FRIEND ........................................ 41-42

Integrated Unit: Five Senses ............................................................. 43-44

Integrated Unit: Seasons- Fall .......................................................... 45

Integrated Unit: Maps and Globes .................................................... 46

Integrated Unit: Culture/Pilgrims/Native Americans ....................... 47

Integrated Unit: Sharing and Giving ................................................ 48

Integrated Unit: Celebration of Lights ............................................. 49

Integrated Unit: Winter - Seasons .................................................... 50-51

Integrated Unit: Nutrition ................................................................. 52-53

Integrated Unit: Spring - Seasons ..................................................... 54

Integrated Unit: Earth - Recycle ....................................................... 55

Integrated Unit: Life Cycle – Butterfly & Moth .............................. 56-57

Integrated Unit: Culture - Halloween ............................................... 58

Integrated Unit: Culture – Chinese New Year ................................. 59

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Table of Contents (Cont.)

Page

Integrated Unit: Groundhogs ............................................................ 60

Integrated Unit: Martin Luther King, Jr. .......................................... 61

Integrated Unit: Abraham Lincoln ................................................... 62

Integrated Unit: George Washington ................................................ 63

Integrated Unit: Mother’s Day – ME Unit ....................................... 64

Integrated Unit: Father’s Day – ME Unit ......................................... 65

Kindergarten Science Curriculum ..................................................... 66

Year-at-a-Glance ............................................................................... 67-69

Unit: Five Senses .............................................................................. 70-72

Unit: Living Organisms .................................................................... 73-74

Unit: The Seasons ............................................................................. 75-77

Unit: Nutrition/Health ...................................................................... 78-80

Unit: Properties of Matter ................................................................. 81-82

Unit: Earth/Recycling ....................................................................... 83-84

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District Mission Statement

The Flemington-Raritan Schools, a caring and proactive district, in partnership with the community, will provide

each student with:

A sound educational foundation,

The guidance to strive for his/her full potential, and

The inspiration to become a lifelong learner and a responsible, productive citizen in an ever-changing global

society.

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Kindergarten Curriculum Guide

PHILOSOPHY

The Kindergarten Curriculum is based on the belief that the developmental growth of each child is unique. The social,

emotional, physical, and intellectual growth of each child develops through active and purposeful learning experiences.

Children acquire information, develop concepts, and discover the relevance of what they learn through an integrated

curriculum which reflects developmentally appropriate practices.

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Flemington-Raritan Regional Schools

Kindergarten Curriculum Guide

CONCEPTS

Language Arts Concepts

The children will begin their development as life-long readers and writers through their participation in reading, writing

listening, and speaking activities. The children will:

Understand that print conveys meaning and use print to make meaning.

Identify, form, and use upper and lower case letters.

Hear and use letter sounds in writing with temporary and conventional spellings.

Demonstrate concepts about print: front/back, left/right, top/bottom, letters/words/spaces/punctuation, and

words/illustrations.

Enjoy and participate in a variety of reading writing experiences.

Math Concepts

The children will reason, solve problems, and communicate mathematically in meaningful activities. The children will:

Apply mathematics knowledge and language to common applications.

Recognize and write numbers and use them to count in a variety of ways.

Name and use basic shapes.

Identify, extend, and create patterns.

Explore measurement of time, distance, and money.

Health Concepts

The children will develop awareness of health information which includes personal health, family living, and safety. They will

learn that:

Eating a variety of healthful foods and getting enough exercise and rest helps people to stay healthy.

Some diseases are caused by germs, some are not.

Diseases caused by germs may be spread by people who have them.

Washing one’s hands with soap and water reduces the number of germs that can get into the body or that can be passed

on to other people. (from Benchmarks, p. 144)

Social Studies Concepts

1. The children will recognize and respect themselves and others as unique persons. They will learn that people have

different external features, such as the size, shape, and color of hair, skin, and eyes, but they are more like one another

than like other animals. (from Benchmarks, p. 128)

2. The children will recognize their roles, and the roles of others, in various social units. They will come to understand

that:

People tend to live in families and communities in which individuals have different roles.

Different families or classrooms have different rules and patterns of behavior.

Some behaviors are not accepted in most families or schools. (from Benchmarks, pp. 128 and 154)

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3. The children will explore the concept of giving of oneself and learn to respect and appreciate the customs, traditions,

and contributions of others. (from Benchmarks, p. 165)

4. The children will recognize maps and globes as representations of the world. They will learn that a model of

something is different from the real thing but can be used to learn something about the real thing. (from Benchmarks,

p. 268)

Science Concepts – Life, Physical & Earth

Life: The children will develop an awareness that living things grow and change. They will learn that:

Some animals are alike in the way they look and in the things they do, and others are very different from

one another.

Animals have features that help them live in different environments.

Stories sometimes give plants and animals attributes they really do not have.

Most living things need water, food, and air.

Plants and animals have features that help them live in different environments. (from Benchmarks, pp.

102 and 111)

Physical: The children will recognize that they interpret their world through their five senses. They will observe and

come to know that:

People use their senses to find out about their surrounds and themselves.

The senses can warn individuals about danger.

Different senses give different information.

People can often learn about things around them by just observing those things carefully, but sometimes

they can learn more by doing something to the things and noting what happens.

Primary and secondary colors are used to describe many things that can be seen.

People can learn from each other by telling and listening, showing and watching, and imitating what others

do.

Objects can be described in terms of the materials they are made of (clay, cloth, paper, etc.) and their

physical properties (color, size, shape, weight, texture, flexibility, etc.). (from Benchmarks, pp. 10 and

136)

Earth: 1. The children will recognize seasonal change. They will predict and observe to learn that:

Some events in nature have a repeating pattern.

The weather changes some from day to day, but things such as temperature and rain (or snow)

tend to be high, low, or medium in the same months every year.

2. The children will become aware of ways to preserve the environment and its inhabitants.

Creative Arts Concepts

The children will sue art, music, and movement to express their ideas and feelings about the concepts they are exploring in

other content areas. Resources used by teachers for music and movement include: The World of Music (teachers guide and

accompanying CD’s are available from each building’s music teacher and kindergarten level of the Physical Education Guide).

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Flemington-Raritan Regional School District Language Arts Curriculum Guide – Kindergarten

Objective I: Students will develop strategies to monitor and improve comprehension, composition, and verbal communication.

Standards Learning Experiences Assessments Resources

I. Pre-reading

A. Predictions

3.1.E.2

3.1.E.3

3.1.G.6

3.5.A.1

Picture Walk

Predictions from book jacket

(title, author, illustrations,

summaries, etc.)

Predictions from story

elements

Student

Make sensible predictions (orally)

Make predictions based on available clues

Listen and respond courteously to

predictions made by classmates

Good Habits, Great Readers, Unit 2,

Week 1


Week 1

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II. Reading

A. Cues of phonics, syntax

(sentence structure), and

semantics

3.1.A.1

3.1.A.2

3.1.A.3

3.1.A.4

3.1.A.5

3.1.B.1

3.1.B.2

3.1.B.3

3.1.B.4

3.1.C.1

3.1.C.2

3.1.C.3

3.1.E.1

3.1.F.1

Shared Reading

Direct instruction of letter names

Direct instruction in printing letters

upper and lower case

Direct instruction of phonetic cues

(letter-sound relationships,

specifically: initial consonants.

Vowel awareness: a-e-i-o-u as

vowels, letters that are different from

consonants.

Direct instruction of rhyming

Direct instruction of early reading

strategies on Shared Reading:

- Directionality

- One-to-one matching

Recognizing high frequency words

Problem-solving unfamiliar words

Student

Will complete tasks from the January

and April Kindergarten Assessments

Will demonstrate reading behaviors

noted on Kindergarten Progress

Report

Teacher

Observe students’ Shared Reading

behaviors and concepts about print in

independent reading

Observe student’s ability to hear and

record sounds in words in their

writing.

Devices

January and April Assessments

DIBELS Assessment

Big Books

Alphabet Chart & Song

Zaner-Bloser Handwriting Series

Materials for teaching of phonics

(published texts, flip books)

Phonemic Awareness in Young

Children, Chapter 9


Children, Chapter 4

Good Habits, Great Readers


Week 1; Unit 2, Week 3; Unit 3, Week

3

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III. Postreading

A. Referral to pre-reading

thinking

B. Identification and application

of new information

3.1.D.1

3.1.D.2

3.1.D.3

3.1.D.4

3.1.E.4

3.1.G.1

3.1.G.2

3.1.G.3

3.1.G.4

3.5.B.1

3.5.B.2

C. Oral Response

3.1.D.2

3.1.D.4

3.1.E.4

3.1.E.5

3.1.F.1

3.1.F.4

3.1.G.2

3.3.A.1

3.3.A.3

3.4.A.2

3.4.B.1

3.4.B.2

Checking predictions

Read and retell (orally)

Graphic Organizers (Venn Diagram

and Webbing)

Projects

Finding main ideas

Using context clues

Student

Provide oral responses to

comprehension questions

Teacher

Assess reading comprehension

through students’ ability to revise

their prereading thinking as needed

Evaluate quality of students’

response and projects (be they

dramatic or artistic)

See prereading strategies

Graphic Organizers


Week 4; Unit 3, Week 1

Big Books



Story Map

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IV. Prewriting

A. Purpose setting

3.2.A.1

3.2.A.2

3.2.A.3

3.2.A.4

3.3.C.1

3.1.D.1

B. Oral (speaking and listening)

3.1.A.6

3.1.A.7

3.2.A.6

3.2.A.7

3.3.A.1

3.3.A.2

3.3.B.1

3.3.B.2

3.3.C.1

3.3.C.2

3.5.B.1

Establishing self-selected topics

Responding to assigned topics

Pair discussion

Group discussion

Oral composing

Brainstorming

Role-playing

Student

Identify purpose and topic for piece

Teacher

Observe students’ ability to identify

and use purpose-setting strategies

Observes to determine degree to

which students meet evaluation

criteria

Student

Speaks clearly (with appropriate

volume and projection) at appropriate

rate

Participates as a speaker and as a

listener in oral activity

Questions effectively as a way of

learning

Expresses opinions

Provides positive feedback to peers

Critiques ideas without criticizing the

person and responds courteously

Journals

What’s Next for this Beginning

Writer?

Props, pictures, music

Chart paper, markers


Week 1; Unit 6, Week 1 & Week 4;

Unit 7, Week 1

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V. Drafting

A. Using developmentally

appropriate methods for self-

expressions

3.1.A.2

3.1.A.3

3.1.A.4

3.1.B.2

3.1.B.3

3.1.B.4

3.2.A.1

3.2.A.2

3.2.A.4

3.2.A.5

3.2.A.7

3.2.C.1

3.2.C.3

3.2.C.4

3.2.C.5

3.2.D.1

Pictures, scribbles, and developmental

spelling

Taking compositional risks without

fear of error

Engaging in sustained writing

Independent Writing

Teacher

Evaluates student performance on

basis of developmental descriptions

Observes for evidence of phonemic

segmentation, hearing, and recording

sounds in words, and use of initial,

final, middle consonants, and vowels

DIBELS Assessment

Hearing Sounds in Word Assessment


Writer?

Journals


Children, Chapters 8 & 9

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V. Drafting (Cont.)

B. Participating in development of

whole-class and small-group

stories

3.2.A.2

3.2.A.6

3.2.D.1

3.3.A.1

3.3.A.2

3.3.A.3

3.3.C.1

3.4.A.2

3.5.A.1

C. Establishing and maintaining

focus of draft

3.1.A.7

3.1.D.1

Oral composing

Teacher as scribe for whole class

Shared Writing

Guided Writing

Matching picture and text

Teacher

Observe students’ participation

Teacher

Observe to determine students’

fluency in drafting

Chart Paper

Overhead

Writing Book

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VI. Postwriting

3.1.B.1

3.1.B.2

3.1.D.1

3.1.D.2

3.3.A.1

3.3.A.3

3.3.C.1

3.3.C.2

3.3.D.1

3.3.D.2

3.5.A.2

3.5.B.1

3.5.B.2

Sharing writing with a variety of

audiences in a variety of ways

Student and Teacher

Comparison of writing over time

Teacher

Observations of students’ sharing


Writer?

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Objective II: Students will be exposed to the elements of good literature and will be encouraged to employ those elements in their writing.


I. Story Elements

A. Characters

1. Speech and action

2. Inner thoughts and feelings

3. Reactions and opinions of

other characters

4. Author’s physical description

5. Main and minor characters

B. Setting

1. Time

2. Place

3. Importance of setting in plot

Or character development

3.1.A.6 3.1.H.2

3.1.B.5 3.3.A.3

3.1.C.1 3.3.B.2

3.1.D.2 3.3.C.1

3.1.D.3 3.3.C.2

3.1.D.4 3.3.D.1

3.1.E.4 3.4.A.2

3.1.F.1 3.4.A.3

3.1.F.3 3.4.B.1

3.1.F.4 3.4.B.2

3.1.G.1 3.5.A.1

3.1.G.2 3.5.A.2

3.1.G.3 3.5.B.1

3.1.G.4 3.5.B.2

3.1.G.5

3.1.G.6

Venn Diagram

Dramatization/Puppets

Character Map

Compare and contrast

Illustration

Illustration

Story Map

Presentation of passages rich in setting

clues

Teacher modeling of setting clues

Student

Identify and describe main character

Explain why the main character is the

main character

Student

Identify setting

Scrutinize clue words to decipher and

identify setting

Big Books and Guided Reading

Selections


Week 2

Big Books and Guided Reading

Selections



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Objective II: Students will be exposed to the elements of good literature and will be encouraged to employ those elements in their writing.


I. Story Elements (cont.)

C. Plot

D. Theme Identification

E. Figurative language repetition

3.1.A.6 3.1.H.2

3.1.B.5 3.3.A.3

3.1.C.1 3.3.B.2

3.1.D.2 3.3.C.1

3.1.D.3 3.3.C.2

3.1.D.4 3.3.D.1

3.1.E.4 3.4.A.2

3.1.F.1 3.4.A.3

3.1.F.3 3.4.B.1

3.1.F.4 3.4.B.2

3.1.G.1 3.5.A.1

3.1.G.2 3.5.A.2

3.1.G.3 3.5.B.1

3.1.G.4 3.5.B.2

3.1.G.5

3.1.G.6

Story Map

Dramatization

Illustration

Story Map

Teacher Modeling

Teacher Modeling

Choral Reading

Student

Summarize plot of story

Student

Respond to themes in stories

Teacher observation


Week 2


Week2



Poems

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Objective III: Students will relate reading and writing to personal experiences and purposes.


Purposes for reading and writing

Elements of various reading material

that evoke a personal response

Ways readers respond to types of

reading

Ways to elicit specific responses

from readers of own writing (sense of

audience)

Common themes of literature

3.1.A.6 3.4.A.1

3.1.D.4 3.4.A.2

3.1.F.3 3.4.A.3

3.1.F.4 3.4.B.1

3.1.G.1 3.4.B.2

3.1.G.2 3.5.A.2

3.1.G.3 3.5.B.1

3.1.G.4 3.5.B.2

3.1.H.1

3.1.H.2

3.3.A.1

3.3.A.2

3.3.A.3

3.3.B.1

3.3.B.2

3.3.D.2

Think Alouds

Teacher modeling of journal entries

and responses

Responding to reading and writing in a

variety of ways

Student

Use text to substantiate response

Understand and validate responses of

other group members

Teacher

Observe and conference with students

Big Books

Variety of trade books

Good Habits Great Readers, Unit 7,

Week 2; Unit 3, Week 1, Unit 3, Week

2

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Objective IV: Students will become independent, life-long readers and writers.


I. Awareness of sources of printed

Material

II. Different type of reading materials

3.1.D.1 3.2.B.1

3.1.D.4 3.2.B.2

3.1.E.1 3.2.C.3

3.1.E.4 3.2.C.4

3.1.E.5 3.2.C.5

3.1.F.1 3.2.D.1

3.1.F.2 3.2.D.2

3.1.G.1 3.3.A.3

3.1.G.2 3.3.B.1

3.1.G.3 3.3.B.2

3.1.G.4 3.3.C.1

3.1.G.5 3.4.A.1

3.1.G.6 3.4.A.2

3.1.H.1 3.4.A.3

3.1.H. 2 3.4.B.1

3.2.A.1 3.4.B.2

3.2.A.2 3.5.A.1

3.2.A.3 3.5.A.2

3.2.A.4 3.5.B.1

3.2.A.6 3.5.B.2

3.2.A.7

Read Alouds

Book display including student written

published books

Brainstorming list of print sources

Displaying magazines, sign, plays, etc.

Teacher modeling of personal reading

Using a variety of reading materials in

class lessons

Publication and display of student

work

Introduction of non-fiction text

Student

Find books independently

Find books from many sources

Use books as resource for own writing

Student

Choose to read from a variety of

reading materials

Extensive book collection

Chart paper

Shelves, racks, bookcases

Environmental print



Magazines

Signs



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III. Reading as a pleasurable activity

IV. Different types of writing

3.1.D.1 3.2.B.1

3.1.D.4 3.2.B.2

3.1.E.1 3.2.C.3

3.1.E.4 3.2.C.4

3.1.E.5 3.2.C.5

3.1.F.1 3.2.D.1

3.1.F.2 3.2.D.2

3.1.G.1 3.3.A.3

3.1.G.2 3.3.B.1

3.1.G.3 3.3.B.2

3.1.G.4 3.3.C.1

3.1.G.5 3.4.A.1

3.1.G.6 3.4.A.2

3.1.H.1 3.4.A.3

3.1.H.2 3.4.B.1

3.2.A.1 3.4.B.2

3.2.A.2 3.5.A.1

3.2.A.3 3.5.A.2

3.2.A.4 3.5.B.1

3.2.A.6 3.5.B.2

3.2.A.7

Reading workshop

SSR (Sustained Silent Reading)

Teacher modeling

Sharing of books

Publication and celebration of student

writing

Release of responsibility for book

choice to students

Making writing materials available

Teacher modeling of personal writing

Use of a variety of writing purposes

and formats in class lessons

Display of student work

Student

Respond to books on own and in

groups

Choose reading as a pastime

Converse spontaneously about books

Student

Choose writing as a vehicle for self-

expression

Choose to share writing with others

Rocker, pillows, rugs, etc.

Multitudes of books and other reading

material

Book binding machine, hand-bound

book covers, bulletin board displays,

class books


Week 3

Variety of papers

Variety of pens, markers, etc.

Word and concept charts


Week 2

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V. Writing as a pleasurable activity

3.1.D.1 3.2.B.1

3.1.D.4 3.2.B.2

3.1.E.1 3.2.C.3

3.1.E.4 3.2.C.4

3.1.E.5 3.2.C.5

3.1.F.1 3.2.D.1

3.1.F.2 3.2.D.2

3.1.G.1 3.3.A.3

3.1.G.2 3.3.B.1

3.1.G.3 3.3.B.2

3.1.G.4 3.3.C.1

3.1.G.5 3.4.A.1

3.1.G.6 3.4.A.2

3.1.H.1 3.4.A.3

3.1.H.2 3.4.B.1

3.2.A.1 3.4.B.2

3.2.A.2 3.5.A.1

3.2.A.3 3.5.A.2

3.2.A.4 3.5.B.1

3.2.A.6 3.5.B.2

3.2.A.7

Writing workshop

Teacher modeling

Sharing of student writing

Celebration of student writing

Student

Write

Choose writing as a pastime

Converse spontaneously about writing

Writing center

Variety of writing material

Book binding machine, hand-bound

book covers, bulletin board displays,

class books

Dialog Journal

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Kindergarten Mathematics Activities

Everyday Math Activity Standard/Indicator (Activities in BOLD are CORE ACTIVITIES)

Number of the Day 4.1 Number and Numerical Operations. A.5

4.4 Data Analysis, Probability and Discrete Mathematics. D.1

Partner Math 4.1 Number and Numerical Operations. A.5

4.2 Geometry and Measurement. D.1, D.3, D.4

4.5 Mathematical Processes. A.3, A.4, B.4, E.1

Building and Measuring in the Block Corner 4.2 Geometry and Measurement. D.1

4.5 Mathematical Processes. A.1, E.1

Coins in the Classroom 4.1 Number and Numerical Operations. A.2


4.5 Mathematical Processes. A.1

Pattern Blocks 4.2 Geometry and Measurement. A.4

4.3 Patterns and Algebra. A.1

4.5 Mathematical Processes. A.1, D.6

Cleanup Count Routine 4.1 Number and Numerical Operations. A.2, A.5



Job Chart Routine 4.1 Number and Numerical Operations. A.3

4.3 Patterns and Algebra. C.1


Simon Says 4.1 Number and Numerical Operations. A.2, B.3

Listen and Count 4.1 Number and Numerical Operations. B.3

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Number Board 0-10 4.1 Number and Numerical Operations. A.2



Weather Observation Routine 4.4 Data Analysis, Probability, and Discrete Mathematics. A.2, B.1, C.1

4.5 Mathematical Processes. A.2, B.1, E.3, F.1

This Old Man 4.1 Number and Numerical Operations. A.2

Feeley Bag or Box 4.1 Number and Numerical Operations. A.2, C.1, C.2, C.3

4.5 Mathematical Processes. D.6

Look and Find (1-10) 4.1 Number and Numerical Operations. A.2

4.5 Mathematical Processes. A.1, B.1

Egg-Carton mathematics 4.1 Number and Numerical Operations. A.1, A.5

Building the Monthly Calendar Routine 4.4 Data Analysis, Probability, and Discrete Mathematics. A.2, C.1

Age Change 4.3 Patterns and Algebra. C.1

4.4 Data Analysis, Probability, and Discrete Mathematics. A.1, B.1

4.5 Mathematical Processes. A.2, C.5, C.6, E.1, E.3

Give the Next Number 4.1 Number and Numerical Operations. A.2

Countdowns 4.1 Number and Numerical Operations. A.2


Review Numbers 1-10 4.1 Number and Numerical Operations. A.2

Finger Counting 4.1 Number and Numerical Operations. A.2

Attribute Blocks 4.2 Geometry and Measurement. A.4, D.1


4.4 Data Analysis, Probability, and Discrete Mathematics. A.2, D.3

4.5 Mathematical Processes. D.1, D.3

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Counting Patterns 4.1 Number and Numerical Operations. A.2, A.5

Patterns All Around 4.2 Geometry and Measurement. A.4



Matching Coin Games 4.4 Data Analysis, Probability, and Discrete Mathematics B.1, D.3

4.5 Mathematical Processes. A.2, A.4, E.1

Exploring the Penny 4.1 Number and Numerical Operations. A.3, A.4


Exploring Penny Power 4.1 Number and Numerical Operations. A.3

4.5 Mathematical Processes. A.2, A.3, A.4

Comparing Lengths 4.1 Number and Numerical Operations. A.2, C.1

4.2 Geometry and Measurement. A.3, D.1, D.2, D.3, D.4, E.2

4.5 Mathematical Processes. A.2, A.4, B.1, C.1, C.2

Sand and Water Play 4.2 Geometry and Measurement. D.3

4.5 Mathematical Processes. A.2, A.4

Things That Float and Sink 4.1 Number and Numerical Operations. C.2

4.5 Mathematical Processes. A.5, B.4, C.3, C.4, D.4, D.5, E.1, E.2

Rocker Balance 4.1 Number and Numerical Operations. A.5

4.2 Geometry and Measurement. D.1, D.3


Simple Hopscotch 4.1 Number and Numerical Operations. A.2

Children’s Number Cards 4.1 Number and Numerical Operations. A.5

4.5 Mathematical Processes. A.2, A.3, B.1

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Door Clock 4.2 Geometry and Measurement. D.3


Attendance Routine 4.1 Number and Numerical Operations. A.3

4.4 Data Analysis, Probability, and Discrete Mathematics. D.1

4.5 Mathematical Processes. B.1

Dismantling the Monthly Calendar 4.1 Number and Numerical Operations. B.3

4.2 Geometry and Measurement. D.3


Recording Daily Temperature Routine 4.1 Number and Numerical Operations. A.2, A.5


4.3 Patterns and Algebra. A.2, C.1, D.1

4.5 Mathematical Processes. A.2, A.4, B.3, B.4, E.3

Singing Game 4.2 Geometry and Measurement. A.1, A.2


4.4 Data Analysis, Probability, and Discrete Mathematics. D.3

Using a Pattern Block Template 4.2 Geometry and Measurement. A.2, B.1, B.2


Do the Hokey Pokey 4.2 Geometry and Measurement. A.1, A.3

Symmetry with Paints 4.2 Geometry and Measurement. A.1, A.3

Symmetry in Nature-Autumn Leaves 4.2 Geometry and Measurement. A.1, A.3


4.5 Mathematical Processes. B.3, B.4, D.1

Halloween Faces 4.2 Geometry and Measurement. B.1, B.2

Symmetry Fold-and-Cut Projects 4.2 Geometry and Measurement. A.1, A.3

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Teacher Number Cards Activities 4.1 Number and Numerical Operations. A.2

4.5 Mathematical Processes. A.3, E.2, F.2, F.4

Sandpaper Numbers 4.1 Number and Numerical Operations. A.2


Telephone Book 4.1 Number and Numerical Operations. A.2, A.3

4.5 Mathematical Processes. A.3, B.3, B.4, E.2, F.2, F.4

No-Mess Finger Painting 4.1 Number and Numerical Operations. A.1

Shapes by Feel 4.2 Geometry and Measurement. A.1, A.2, D.1

Shape Designs 4.2. Geometry and Measurement. A.1, A.4, B.1, B.2


Using Straws to Make Geometry Shapes 4.1 Number and Numerical Operations. A.2

4.2 Geometry and Measurement. A.1, A.2, A.3, B.1, B.2

4.5 Mathematical Processes. D.3, E.3, F.1

Patterns with Craft Sticks 4.2 Geometry and Measurement. A.4


4.5 Mathematical Processes. A.2, A.4, D.3

Patterns with Color 4.2 Geometry and Measurement. A.4


Numbers in the Sand 4.1 Numbers and Numerical Operations. A.2

4.5 Mathematical Processes. B.2, E.1, F.1

Writing on Backs 4.1 Number and Numerical Operations. A.2

Spin a Number 1-10 4.1 Number and Numerical Operations. A.2

4.4 Data Analysis, Probability and Discrete Mathematics. B.1

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“Teen” Partner Game 10-20 4.1 Number and Numerical Operations. A.2

4.5 mathematical Processes. A.3

Monster Squeeze Game 4.1 Number and Numerical Operations. A.2, C.1, C.2


4.5 Mathematical Processes. A.5, B.1, D.4, D.5

Children Make Monster Squeeze Games 4.1 Number and Numerical Operations. A.2

4.5 Mathematical Processes. B.2, E.1, F.1

Using a ¢ Sign (Pennies) 4.1 Number and Numerical Operations. A.4

Concentration with Number Cards and Dominoes 4.1 Number and Numerical Operations. A.2, B.3, B.6, B.7, C.2

Number Stories throughout the Year 4.1 Number and Numerical Operations. B.1, B.2, B.3, B.4, B.6, B.7, C.2


One More or One Less 4.1 Number and Numerical Operations. B.3

Comparing Body height to Objects 4.1 Number and Numerical Operations. C.2



Slow and Fast 4.1 Number and Numerical Operations. B.6, B.7, C.2


Beating Out Time 4.2 Geometry and Measurement. D.3

Beanbag Game 4.2 Geometry and Measurement. D.3

4.4 Data Analysis, probability and Discrete Mathematics. D.3


“What’s My Rule” Fishing 4.2 Geometry and Measurement. A.4, D.1



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Birthday Bar Graph 4.4 Data Analysis, Probability and Discrete Mathematics. A.1, A.2, C.1

4.5 Mathematical Processes. A.2, B.4, E.1, E.3, F.4

Class Patterning 4.2 Geometry and Measurement. A.4



Follow My Pattern 4.2 Geometry and Measurement. A.4


4.5 Mathematical Processes. E.1, F.1, F.5

Paper Folding Geometry 4.2 Geometry and Measurement. A.2


Find the Block 4.2 Geometry and Measurement. A.1, A.2, D.1

4.5 Mathematical Processes. E.1

Body Shapes 4.2 Geometry and Measurement. A.2, B.1, B.2

Rope Shapes 4.2 Geometry and Measurement. A.2, B.1, B.2, E.1


Number Books: Writing Numbers 0-10 4.1 Number and Numerical Operations. A.2, A.3


Slate Writing Activities 4.1 Number and Numerical Operations. A.2

Listen and Do (10-20)

Interrupted Count (0-50)

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Counting Walks 4.1 Number and Numerical Operations. A.2

4.2 Geometry and Measurement. C.1


Meet the Calculator 4.5 Mathematical Processes. A.3, E.1, E.2, F.1, F.2, F.4, F.5

How Many? 4.1 Number and Numerical Operations. A.2

4.5 Mathematical Processes. E.1, F.1, F.5

Calculator Displays

Counting and Calculators 4.1 Number and Numerical Operations. B.1, B.2, B.3


Counting Shortcut 4.1 Number and Numerical Operations. B.3

Counting on with Calculators 4.1 Number and Numerical Operations. B.1, B.2, B.3


Count to 70 by Tens 4.1 Number and Numerical Operations. A.2

Joining Objects 4.1 Number and Numerical Operations. B.1, B.3, B.6, B.7, B.8, C.2

4.5 Mathematical Processes. A.2, A.4, E.1, F.4

How Long is a Minute? 4.2 Geometry and Measurement. D.3


Arranging Items by Length 4.1 Number and Numerical Operations. C.1



Measuring with Children’s Feet 4.2 Geometry and Measurement. D.1, D.3, D.4, E.2

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How Big is a Foot 4.2 Geometry and Measurement. D.2, D.3, D.4, E.2

4.5 mathematical Processes. C.5, C.6

Calculator Telephone 4.1 Number and Numerical Operations. A.3


Introduction to Skip Counting by 2’s 4.1 Number and Numerical Operations. A.2


Introduction of the Dime 4.2 Geometry and Measurement. D.3


Comparing Coins by Feel 4.2 Geometry and Measurement. D.1

Introduction of the Nickel 4.2 Geometry and Measurement. D.3


4.5 Mathematical Processes. A.1, C.3, C.4

Need for a Standard Measurement of 4.2 Geometry and Measurement. D.1, D.2, D.4, E.2

Marking Off Lengths 4.2 Geometry and Measurement. D.3, D.4

Tools for Measuring Length 4.2 Geometry and Measurement. D.3

Weaving Belts or Headbands on Straws 4.5 Mathematical Processes. D.3

Following a Simple Map 4.2 Geometry and Measurement. C.1


4.5 Mathematical Processes. C.3, C.4

Time to the Hour with a Timer 4.2 Geometry and Measurement. A.4, D.3

Order-of-Daily Events Art Project 4.2 Geometry and Measurement. D.1, D.3

4.5 mathematical Processes. B.1, C.5, C.6

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Favorite Colors Graph 4.4 Data Analysis, Probability and Discrete Mathematics. A.1, A.2, C.1

4.5 Mathematical Processes. A.2, B.1, B.2, C.5, C.6, D.2, E.1, E.3, F.4

Pattern-Block Puzzles 4.2 Geometry and Measurement. A.4


Stand, Squat or Knell Patterns 4.1 Number and Numerical Operations. A.4

4.3 Patterns and Algebra. A.1, B.1

How Many Ways for Three People to Line Up 4.3 Patterns and Algebra. A.1

4.4. Data Analysis, Probability and Discrete Mathematics. B.1, C.2, D.3


Macaroni Necklaces 4.2 Geometry and measurement. A.4


Read My Mind Game 4.2 Geometry and Measurement. A.4, D.1



Counting Paris of Objects 4.5 Mathematical Processes. D.6

More or Less on a Rocker Balance 4.1 Number and Numerical Operations. C.1


4.5 Mathematical Processes. A.3, B.2, D.2, E.2, F.1, F.4

Classrooms Playing Cards 4.5 Mathematical Processes. A.3, E.2, F.2, F.4

Top it 4.1 Number and Numerical Operations. B.3, B.4


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Are All Handfuls the Same? 4.1 Number and Numerical Operations. C.3

4.4. Data Analysis, Probability and Discrete Mathematics. B.1, B.2

4.5 Mathematical Processes. A.3, B.1

Interrupted Skip Counts (0-50) 4.3 Patterns and Algebra. A.1

Count Fingers by 5s 4.3 Patterns and Algebra. A.1

Reminder for Tally Marks 4.3 Patterns and Algebra. A.1

Play Store 4.1 Number and Numerical Operations. A.4


Portrait of Lincoln 4.5 Mathematical Processes. C.2, C.3, C.4, C.5, C.6

Introduction of the Quarter 4.1 Number and Numerical Operations. A.4, B.4

4.5 Mathematical Processes. A.1, C.2

Comparing Coins by Feel 2 4.2 Geometry and Measurement. D.1


“B-I-N-G-O” 4.2 Geometry and Measurement. A.4


Pets Bar Graph 4.4 Data Analysis, Probability and Discrete Mathematics. A.1, A.2, C.1

4.5 Mathematical Processes. A.2, B.1, B.2, C.5, C.6, D.2, E.1, E.3, F.4

Three Object Patterns 4.2 Geometry and Measurement. A.4


Shoe Patterns

Counting Backward with Calculators 4.1 Number and Numerical Operations. A.1

4.5 Mathematical Processes. F.1, F.5

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Hand Weighing With Two Containers 4.1 Number and Numerical Operations. C.1


Estimating Clock Time with the Hour 4.2 Geometry and Measurement. D.3

Make an Hour Hand Clock 4.5 Mathematical Processes. B.2, D.3, E.1, F.1, F.5

Printing Shapes 4.1 Number and Numerical Operations. C.1

4.2 Geometry and Measurement. A.2

Change-to-less (Subtraction Stories) 4.1 Number and Numerical Operations. B.3


Number Line Mathematics 4.1 Number and Numerical Operations. A.1

4.5 Mathematical Processes. D.6, F.1, F.5

Divide Groups into Half Groups 4.1 Number and Numerical Operations. B.4

Pocket Game (Change to More, Change to Less) 4.1 Number and Numerical Operations, B.3, B.4

Operator, Operator 4.1 Number and Numerical Operations. B.1, B.2


Which Weighs More, Dry or Wet? 4.1 Number and Numerical Operations. C.1


Skip Count with Calculators 4.1 Number and Numerical Operations. A.1


Ordinal Numbers: Standing Line 4.1 Number and Numerical Operations. A.1

Which Operation Do I Need? 4.1 Number and Numerical Operations. B.1, B.2, B.3, B.4

Introduction to Collections of Numbers 4.1 Number and Numerical Operations. A.1

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Name Collections with Objects 4.1 Number and Numerical Operations. A.5, B.1, B.2, B.3, B.4

Preparation for 100 Day 4.2 Geometry and Measurement. A.4


Number Hunt and 100 Chart 4.1 Number and Numerical Operations. A.1


Games on the 100 Chart 4.2 Geometry and Measurement. A.4



Disappearing Train 4.1 Number and Numerical Operations. B.3, B.4

Comparing Shapes 4.1 Number and Numerical Operations. C.1


“I Spy” 4.2 Geometry and Measurement. A.2

4.5 Mathematical Processes. C.5, C.6

Number Grid` 4.1 Number and Numerical Operations. A.1


Domino Name Collections 4.1 Number and Numerical Operations. B.1, B.2, B.3, B.4

Plus or Minus Game 4.1 Number and Numerical Operations. B.4


Class Storybook 4.1 Number and Numerical Operations. B.1, B.2, B.3


4.5 Mathematical Processes. B.1, C.3, C.4

Hidden Stick 4.3 Patterns and Algebra. D.1

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Bead String Name Collections

Craft-Stick Name Collections 4.1 Number and Numerical Operations. A.1, B.1, B.2, B.3

4.3 Patterns and Algebra. D.1


Making Pattern-Block Pictures 4.2 Geometry and Measurement. A.4, B.1, B.2


4.5 Mathematical Processes. D.3, E.1

Weight of Ice Cubes vs. Water 4.2 Geometry and Measurement. D.1, D.3


Comparison of Volumes 4.1 Number and Numerical Operations. C.2

4.2 Geometry and Measurement. D.2, D.4, E.2

How Long Does it Take 4.2 Geometry and Measurement. D.3

4.4. Data Analysis, Probability and Discrete Mathematics. B.2

Measuring Volume 4.2 Geometry and Measurement. D.3


Making Modeling Dough 4.2 Geometry and Measurement. D.3

4.5 Mathematical Processes. A.3, D.3, E.2, F.2, F.4

How Did You Come to School? 4.2 Geometry and Measurement. D.1

4.4 Data Analysis, Probability and Discrete Mathematics. A.1, A.2, B.2, C.1,

C.2, D.4

4.5 Mathematical Processes. A.2, B.4, C.5, D.1, D.2, E.1, F.4

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Fraction Stories 4.5 Mathematical Processes. B.1, E.1, E.2, F.4

“What’s My Rule?” with Pairs of Numbers 4.3 Patterns and Algebra. B.1


“What’s My Rule?” Numbers in Sequence

“What’s My Rule?” Numbers Out of ?

“What’s My Rule? Large Numbers 4.3 Patterns and Algebra. B.1

Your Hand, Minute Hand Story 4.2 Geometry and Measurement. D.3


Adding the Minute Hand to the Clock 4.5 Mathematical Processes. C.3, C.4

Matching Game: Analog and Digital Clocks 4.2 Geometry and Measurement. D.3


Class Collection Project 4.2 Geometry and Measurement. A.4, D.1


Reading and Comparing Numbers 4.1 Number and Numerical Operations. A.5

Introduction of the Dollar Bill 4.1 Number and Numerical Operations. B.4

4.2 Geometry and measurement. D.3

4.5 Mathematical Processes. A.1, C.3, C.4

Digits Game 4.4 Data Analysis, Probability and Discrete Mathematics. D.3


Double-Digit Dice 4.1 Number and Numerical Operations. A.1



4.4 Data Analysis, Probability and Discrete Mathematics. B.1, D.3

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Shape Jigsaw Puzzles 4.2 Geometry and Measurement. A.2

Covering Shapes 4.1 Number and Numerical Operations. B.4

4.2 Geometry and Measurement. B.1, B.2

Solid Shapes Museum 4.2 Geometry and Measurement. A.1, A.2

“What’s My Rule?” with Four-Sided Polygons 4.2 Geometry and Measurement. A.1, A.2

4.3 Patterns and Algebra. B.1

Number Clues 4.1 Number and Numerical Operations. B.3, B.4


Dice Addition

“What Number Am I Thinking Of?” 4.1 Number and Numerical Operations. B.3, B.4


How Many Hidden Objects?

Rocker Balance Name Collections 4.1 Number and Numerical Operations. B.1, B.2, B.4



4.5 Mathematical Processes. A.3, D.1, E.2. F.2. F.4

Say the Next Number by 10s 4.2 Geometry and Measurement. A.4


Place Value on Calculators 4.1 Number and Numerical Operations. A.1

4.5 Mathematical Processes. A.1, E.1

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Noticing Numbers 4.2 Geometry and Measurement. A.4


4.5 Mathematical Processes. C.3

Ascending and Descending Order 4.1 Number and Numerical Operations. A.5

Craft Stick Mathematics

Say the Next Number (Counting? 4.1 Number and Numerical Operations. A.1

Keeping Score: Place Value 4.1 Number and Numerical Operations. A.1

Ones, Tens, Hundreds Game 4.1 Number and Numerical Operations. A.1


Graphing Sums of Dice Throws 4.2 Geometry and Measurement. D.1

4.4 Data Analysis, Probability and Discrete Mathematics. A.1, A.2, B.2, C.1

4.5 Mathematical Processes. A.2, C.5, C.6, F.4

High Roller 4.1 Number and Numerical Operations. B.3

4.4 Data Analysis, Probability and Discrete Mathematics. B.1

Number Model Cards 4.1 Number and Numerical Operations. B.4


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Kindergarten Author Study

The objective of Author Study in Kindergarten is for students to come to know the work of four prominent children’s author illustrators well enough to recognize

their work, identify their stylistic uniqueness, and refer to their work in comparison to other authors and illustrators. The children require daily exposure to the

work of a single author over the course of a month to assure that all of them meet the objective. When the children have learned enough about the

author/illustrator to recognize books by him or her easily, returning to the author for readings of additional books is an exciting opportunity for children to use

what they have learned.

The two author illustrators we study are Eric Carle and Dr. Seuss. The books studied are:

Eric Carle: Dr. Seuss:

The Very Quiet Cricket The Cat in the Hat

The Very Lonely Firefly Green Eggs and Ham

The Very Hungry Caterpillar The Foot Book

The Very Busy Spider Wacky Wednesday

The Grouchy Ladybug One Fish, Two Fish, Red Fish, Blue Fish

A House for Hermit Crab Horton Hatches the Egg

Have You Seen My Cat? And to Think That I Saw it on Mulberry Street

The Secret Birthday Message

Is It Larger, Is It Smaller?

Is It Red, Is It Yellow, Is It Blue?

The Mixed-up Chameleon

Suggested:

Mercer Mayer

Lois Ellert

Donald Cruz

The “Meet the Author” Video Series includes all of these authors.

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Flemington-Raritan Regional School District Kindergarten Pacing Guide

September

Me/Family

School Community- School Tour

School Nurse

Class Rules

Everyday Math- UCSMP/Everyday Learning

Zaner-Bloser Handwriting

Seasons Begin

Constitution Day

Fire Drill

December

Sharing and Giving*

Celebration of Lights*

Everyday Math – UCSMP/Everyday Learning


Maps and Globes

March

Seasons

St. Patrick’s Day*

Dr. Seuss – Read Across America



October

Five Senses*

Seasons – Continue

Holidays – Halloween, Columbus Day*

Fire Safety



January

Seasons

Nutrition – Begin

Dr. Martin Luther King, Jr.

Chinese New Year*


Mid-Year Assessment


April

Earth*


End-of-Year Assessment


November

Pilgrims and Native Americans*



Parent Conferences

February

Genre: African-American Folk Tales

Groundhog Day (genre – legend)*

Valentine’s Day*

(Postal/Community Helper) – LA Focus, S.S.

Presidents’ Day*



May

Mother’s Day*



Celebration of Learning

Parent Conferences

June

Father’s Day*

End-of-Year Celebration



Fall – Sept. – Dec. - Two Author Studies Character Trait Per Month

Spring – Jan. – May – Two Author Studies

*Website included for this unit

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Kindergarten Curriculum Standards

Social Studies

Based on 2004 NJCCS

School Tour Life Cycle-Butterfly & Moth

6.6.2.A.1

6.6.2.B.1 Life Cycle-Chickens

ME Pizza Culmination

6.2.2.A.6

Columbus Day

Five Senses 6.1.2.A.4

6.5.2.B.1 6.4.2.B.3

6.6.2.D.2

Halloween

Fall 6.2.2.E.2

Pilgrims/Native Americans Chinese New Year

6.2.2.A.6 6.2.2.E.1-3

6.4.2.B.2-3 6.6.2.B1-2

Maps and Globes Groundhogs

6.6.2.A.1 6.1.2.A.4

6.6.2.A.2-3 6.2.2.E.2

Sharing and Giving Martin Luther King, Jr.

6.2.2A.6 6.1.2.A.4

6.2.2.A.4 & 6

Celebration of Lights 6.4.2.B.1-3

6.2.2.E.1-3

6.4.2.B.3 Abraham Lincoln

6.1.2.A.4

Winter 6.4.2.B.1-3

6.5.2.A.2 6.6.2.A.1 & 3

6.6.2.E.2

George Washington

Nutrition 6.1.2.A.4

6.5.2.A.2 6.4.2.B.1-3

6.6.2.A.1 & 3

Spring

6.5.2.A.2 Mother’s Day

6.6.2.C.1 6.4.2.A.2 & 4

6.6.2.E.2 6.5.2.A.1

Earth Father’s Day

6.6.2.E.3 6.4.2.A.2 & 4

6.5.2.A.1

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mailto:[email protected]


Kindergarten Integrated Units

School Community/Classroom Community

Key Concept: The students will become acquainted with the new

school and personnel by searching the building for smiles

(This is a Social Studies concept)

Language Arts

1. Shared Reading:

2. “Kindergarten Smile”

3. Me On the Map

4. School Personnel Helper Booklet

Math

1. September EDM Activities

Social Studies

1. Map of school

2. Following directions – Where do we find…

Approximately one week of instruction is devoted to this unit.

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Key Concept:

The children recognize and respect themselves and others as unique persons.

(This is a Social Studies concept) (6.2.2.A.6)

ME, FAMILY, FRIEND

Language Arts

1. Read Aloud:

We are All Alike, We Are All Different

Baby Writer - Nigel Hall

Just Me and My Family - Mercer Meyer

2. Shared Reading:

Stories:

I Like Me – Nancy Carlson

Here Are My Hands – Bill Martin, Jr.

Just Me

3. Poems:

You Are Special

I Like to be Me – P. Rankin & E. Stenson

A Special Kind of Me – P. Rankin & E. Stenson

Now I Am Five – Jill Eggleton

4. Introducing Journal Writing – Shared Writing

5. Patterns at Learning – Grade 4 PALS

3. V.I. P. Presentation/Star of Week

4. Me Booklet

Math

1. Classifying: Physical attributes of class, likes and dislikes of class, numbers of letters in names, numbers of family

members

2. Counting, graphing, and interpreting results

3. Measuring using non-standard measures

4. Motions and actions – Body patterns

Science/Health

1. Parts of the Body

2. Caring for Self

3. Observing Similarities and Differences

4. Comparing and Contrasting Humans and other Animals

Stories sometimes give animals human attributes they really do not have

Music/Movement (2.5.2.A.5, 1.2.2.B.1)

Songs:

“Head, Shoulders, Knees and Toes”

“I’m a V.I.P.”

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Key Concept:

The children recognize and respect themselves and others as unique persons.

(This is a Social Studies concept) (6.2.2.A.6)

ME, FAMILY, FRIEND (Cont.)

Art (1.2.2.D.3)

1. Self-portraits

2. Thumb prints

3. Name illustrations

4. Me Booklet

Approximately ten days of instruction are devoted to this unit.

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Five Senses

Key Concept: The children will recognize that they interpret their world through their five senses.

1. People use their senses to find out about their surrounds and themselves

2. Different senses give different information

(This is a Science concept)

Language Arts

1. Read Aloud:

Hand Made Alphabet – Laura Rankin

My Five Senses – Aliki (focus book)

Round Trip – A. Jonas

Hand Signs – Kathleen Fair

The Five Senses Series – Maria Ruis, et.al.

Hand Signs – Kathleen Fair

Things to Touch – D. C. W. Knox (poem)

About Taste – V. Gould

2. Shared Reading:

About Me – S. C. Granahan (poem)

Wonderful World – E. Grant (poem)

“Five Senses Poem” – Unknown

Who’s in the Shed? – Brenda Parkes (BB)

What Can You See? – Avelyn Davidson (BB)

3. Journals

4. Five Senses Booklet (individual)

5. Class book – Our Five Senses

6. Use of comparative and descriptive - Ex.: soft/hard; hot/cold

Math

1. Graphing:

Sounds - Loud, soft

2. Sorting – Which sense do you use?

3. Classifying – Colors, shapes

4. Recognize shapes in environment

7. Texture Walk - Outside - feel variety of textures with hands

- Inside - variety of material in separate containers; walk barefoot, describe

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Five Senses (cont.)

Key Concept: The children will recognize that they interpret their world through their five senses.

1. People use their senses to find out about their surrounds and themselves

2. Different senses give different information


Science/Health

1. Body – Name parts used for each sense

2. Warnings – Tastes – Safe and unsafe

Smells – Smoke and fire

Sounds – Alarms

Sights – Symbols

3. Mixing Colors – primary to create secondary colors

4. Listening Canisters (Childcraft)

5. Listening Walk – Paul Showers (book)

6. Feely Box

Social Studies

1. Sign Language

Music/Movement (1.2.B.1, 2.5.A.1, 2.5.A.5)

2. “Fast and Slow March” – Hap Palmer Records

3. “The Teacher Who Couldn’t Talk” – Hap Palmer Records

Art (1.2.D.1, 1.2.D.3)

1. Touch Quilt

2. Finger Painting - variations

Approximately ten days of instruction are devoted to this unit.

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Seasons - Fall

Key Concept: The children will recognize seasonal changes.

They will observe and note signs of autumn


Language Arts

1. Read Aloud:

Red Leaf, Yellow Leaf – Lois Ehlert

How Do You Know It’s Fall? – Fowler Series

A Busy Year – Lionni

2. Shared Reading:

J. Prelutskys’ Book of Poetry

Caps, Hats, Socks, and Mittens

3. Journals

Math

1. Classifying: Physical attributes of nature in our area, daily weather patterns, leaves bigger and smaller than hand

2. Counting, graphing, comparing and interpreting results of a weather graph

3. Tally counting of weather pattern

Science/Health

1. Appropriate dress for season

2. Observation and prediction

Music/Movement

1. Falling leaves music

2. Piggyback Songs (Totline)

Art (1.2.D.1, 1.2.D.3)

1. Leaf prints, exploring the natural colors of nature

2. Torn Paper Tree

3. Sponge Painting

4. Seasonal scenes using variety of artistic mediums

5. Changing tree bulletin board

6. Sponge painting

Approximately three days of instruction are devoted to this unit.

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Maps and Globes – Integrate Into Other Units

Key Concept: the children will recognize maps and globes

as representations of the world. They will learn that a

model of something is different from the real thing but can

be used to learn something about the real thing

(Benchmarks, pg. 268)


Language Arts

1. Read Aloud

Maps & Globes – Jack Knowlton

This is My House

Children’s Atlas

I Know About Maps – Rand McNally

2. Shared Reading:

Big Book – What a Wonderful World from the DLM Early Childhood Program by George David Weiss and

Bob Thiele

3. Teacher Resource: Nystrom Early Learning Skills

Math

1. Directionality – (north, south, east, west)

2. Comparing sizes of continents

3. Making maps of classroom

Social Studies

1. “Winter Saturday” – Scholastic, Let’s Find Out

2. Locating countries and continents on the map

Science

1. Preservation of the earth

2. What the earth is made of (water and land)

Music/Movement (2.5.A.1, 2.5.A.5)

1. “We All Live Together” – Greg and Steve

2. “Big Beautiful Planet” – Raffi

3. Demonstrate the earth and sun rotation

4. “What a Wonderful World” – Louis Armstrong

Art

1. Make a Relief Map

2. Wall Story – “What a Wonderful World”

This is an ongoing unit that begins in October and continues through the year

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Culture/Pilgrims/Native Americans

Key Concept: The children will learn to respect and appreciate

the customs, traditions, and contributions of others.


Language Arts

1. Shared Reading

Poems: “I Am Thankful”& “Five Little Pilgrims”

Story: Thanksgiving Rebus Story

2. Read Alouds:

The First Thanksgiving – Jean Marzollo

Oh, What A Thanksgiving – S. Kroll

Sarah Morton’s Day – Kate Waters (picture walk only)

Samuel Eaton’s Day – Kate Waters (picture walk only)

Squanto and the First Thanksgiving – Joyce Kessel

Twas the Night Before Thanksgiving – Dave Pikey

Class or individual books about giving thanks

Storytelling (Native American tales)

3. Journals

4. Small group instruction, if appropriate, to student population (ongoing)

Math

1. Weighing

2. Patterning

3. Drawing shapes

Social Studies/Dramatics

1. Compare and contrast contributions of Pilgrims and Native Americans

2. Dramatize role of Pilgrim children and Native American children. Compare to present day roles.

3. Dramatize story of the Pilgrim’s journey

4. Create a Mayflower ship, hut, canoe

5. Thanksgiving celebration/feast

Science

1. Cooking – cranberries, pumpkin cookies, corn muffins, applesauce, etc.

Music/Movement (1.2.B.1, 2.5.A.1, 2.5.A.5)

1. “Smells Like Thanksgiving”

2. “Turkey Wobble”

Art (1.2.D.1, 1.2.D.3, 1.2.D.4)

1. Create costumes for Pilgrims/Native Americans

2. Collage – “We Are Thankful”

3. Make clay pots or beads

Approximately five days of instruction are devoted to this unit 47 of 84



Sharing and Giving

Key Concept: The children will explore the concept of giving of oneself.


Language Arts

1. Shared Reading:

The Rainbow Fish – M. Pfister (focus books)

2. Read Aloud:

Ask Mr. Bear – M. Flack

The Giving Tree – S. Silverstein

Mr. Rabbit and the Lovely Present – C. Zolotow

Tico and the Golden Wings – Leo Lionni

Frederick – Leo Lionni

3. Compare and contrast:

Ask Mr. Bear and Mr. Rabbit and the Lovely Present

The Rainbow Fish and Tico and the Golden Wings

4. Retelling

5. Dramatic Retelling: The Rainbow Fish

6. Journals

7. Poem: “One for Me”

Math

1. Equal/Not Equal

2. One-to-one correspondence

Social Studies

1. Sharing day with another class

2. Game: The Giving Chair

Science

1. Ask Mr. Bear – M. Flack

2. Class mural of gifts other animals could give

Music (1.2.B.1)

1. “Sharing Song,” by Raffi

Art (1.2.B.1)

1. Paint a picture to share

2. Create fish with aluminum scales

Approximately five days of instruction are devoted to this unit 48 of 84



Celebration of Lights

Key Concept: The children will explore the concept of giving of oneself and learn to

respect and appreciate the customs, traditions, and contributions of others


Kwanzaa – One Day

1. Seven Candles for Kwanzaa – Andrea Davis Pinkney – Scholastic

2. Kwanzaa Craft – Pattern – 3 Red, 1 Black, 3 Green

3. Multicultural Rhythm Stick (M.C.R.S.) – “Kurlengay”

4. Celebration of Light booklet and Map

Oiwali – One Day

1. Oakshmi resource

2. Oipas made of clay

3. Oivali snack (animal crackers w/syrup)

4. Celebration of Light Booklet and Map

Las Posadas – One Day

1. The Legend of the Poinsettia – Tomie dePaola

2. Class Piñata


Light

1. First Discovery Book – Scholastic

2. Holiday Lights Booklet

3. Plane trip w/passports and map

4. Candle holiday gift and wrap

5. Holiday cards

6. Customs and traditions survey


Hanukkah – Two Days (1.2.B.1)

1. Latkes and Applesauce – Fran Manuskin

2. A Picture Book of Hanukkah – David A. Adler

3. Hanukkah Lights, Hanukkah Nights – Leslie Kimmelman

4. Laughing Latkes – M. B. Goffstein

5. Latkes w/Applesauce – Fran Manuskin

6. Play Dreidle

7. “My Dreidle” CD-4/24 Word of Music (WOM), pp. 170-171

8. “Candles of Hanukkah” CD-4/23


Christmas – Example: Sweden – Two Days

1. Celebration of Lights Feast

2. “Must Be Santa” – WOM CD-4/27, p. 174

3. “Santa Lucia”

Approximately 6-7 days of instruction are devoted to this unit of study 49 of 84



Winter - Seasons

Key Concept: The children will recognize seasonal change. They

will predict and observe changes in weather, temperature, and clothing.


Language Arts

1. Shared Reading

On a Cold, Cold Day – Andrea Butler

Caps, Hats, Socks, and Mittens – Louise Borden

2. Read Alouds:

The Snowy Day – Ezra Jack Keats

Frosty the Snowman

Winter’s Coming – Eve Bunting

The Snowman – Raymond Briggs (wordless)

Berenstein Bears Almanac – Stan & Jan Berenstein

Goodbye Geese – Nancy White Carlstrom

How Do You Know It’s Winter? – Fowler

When Winter Comes – Maas

The Jacket I Wear in the Snow

3. Poems:

“I’m A Little Snowman”

“Five Little Snowmen”

“The Snowman”

4. Journals

Math

1. Discuss numbers on a thermometer

2. Winter number stories

3. Ruler/yardstick to measure depth of snow

Social Studies

1. Choose appropriate dress for the weather

Science

1. Compare winter and fall pictures

2. Experiments using snowballs and/or ice cubes

3. Experiment with thermometers above and below ground

4. Catch snowflakes and examine

5. Checklist for animal tracks in snow

6. Hibernation

7. How animals get ready for winter

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Winter – Seasons (cont.)

Key Concept: The children will recognize seasonal change. They

will predict and observe changes in weather, temperature, and clothing.


Art (1.2.D.1, 1.2.D.3)

1. Draw a winter scene

2. Draw a winter scene and make snow

3. Make paper doll snowmen

4. Make paper snowflakes

5. Make paper bag snowman puppet

Music (1.2.A.4, 1.2.B.1)

1. “The Mitten Song”

2. “Sing a Song of Winter”

Approximately three days of instruction are devoted to this unit

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Nutrition

Key Concept: Eating a variety of healthful foods and getting

enough exercise and rest helps people to stay health.


Language Arts

1. Shared Reading

Poems: “Junk Food”

2. Stories:

Good for You – Joy Cowley

Green Bananas – P. Neville & A. Butler

Yuk Soup – Joy Cowley

Growing Vegetable Soup – Lois Ehlert

Milk from Cow to Carton – Aliki

Bread, Bread, Bread – Ann Norris

Eating the Alphabet – Lois Ehlert

3. Read Alouds:

Lunch – Denise Fleming

The Milk Makers- Gail Gibbons

Gregory the Terrible Eater – Mitchell Sharmat

Pizza Party – Grace Macarone

Hi, Pizza Man – Virginia Walter

Little Nino’s Pizzeria – Karen Barbour

Pizza – Theresa Martino

Curious George and the Pizza – Margret Rey

4. Journals

5. Skill: Initials

Math

1. Healthy Snacks Graph

2. Pyramid Puzzle

3. Pizza Fractions

4. Tally Toppings

5. Do You Like Pizza? Graph

Social Studies

1. The Food Guide Pyramid

2. County Health Department Speaker

Music (1.2.B.1)

1. “Apples and Bananas” – Raffi

2. “Atken Drum”

3. “Peanut Butter and Jelly”

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Nutrition (cont.)

Key Concept: Eating a variety of healthful foods and getting

enough exercise and rest helps people to stay health.


Art (1.2.D.1)

1. Dinner Wall Story

2. Food Pyramid Placement

3. Paper Collage Pizza

4. Vegetable Garden Mural

Culminating

1. Pizza or pancakes

Songs (1.2.B.1, 1.2.B.2)

1. “I Am a Pizza” from Ten-Carat Diamond by Charlotte Diamond

Cooking

1. Kid-sized Pizza

Drama

1. Pizza Parlor Center

Approximately seventeen days of instruction are devoted to this unit

(Added together the Nutrition Unit and the Pizza Culmination Unit – Hope this is correct)

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Spring – Seasons

Key Concept: the children will recognize seasonal change. They will predict and observe to learn that:

Some events in nature have a repeating pattern; the weather changes some from day to day, but

things such as temperature and rain (or snow) tend to be high, low or medium in the same months every year.


Language Arts

1. Read Aloud:

Spring – J. Hirschi

How Do You Know It’s Spring? – Fowler

When Spring Comes – Maass

2. Poems:

“Rain” – Traditional

3. Shared Reading

I Like the Rain – Claude Belanger

Caps, Hats, Socks, and Mittens – Louise Berden

Listen to the Rain – Bill Martin, Jr.

4. Journals

5. Ing Booklet

Math

1. Spring number stories

2. Measure rainfall with rain gauge

Social Studies

1. Choosing appropriate dress from a variety of clothes

2. What is your favorite spring thing to do?

Science

1. Observations of spring

Music/Movement (1.2.B.1)

1. Lion and Lamb – movement

Art (1.2.D.2, 1.2.D.3)

1. Free-form spring flowers

2. “Rain” poem illustration

3. Kites, pinwheels, and windsocks

4. Cloud art

5. Blow painting (with straw)

Approximately five days of instruction are devoted to this unit

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Earth – Recycle

Key Concept: The children will become aware of ways to preserve the

environment and its inhabitants.

(This is a science concept)

Language Arts

1. Read Alouds:

Earth – First Discovery

The Giving Tree – Shel Silverstein

The Lorax – Dr. Seuss

Long Live Earth – Meighan Morrison

Recycle – Gail Gibbons

Celebrating Earth Day – Robert Gardner

ABC of Ecology – Harry Milgram

2. Poems

“Earth Day” – Jean Marzollo

“Earthy Day” – Jane Yolen

“My Pledge to the Earth” – Clinton Hill

3. Write about how you can help the earth

4. Write what you like about earth

Music (1.2.B.1)

1. “We All Live Together” Vol. – Greg and Steve

Experiments

1. Make your own recycled paper

2. Back to the Earth

3. It Came from Underground

4. From 50 Things Kids Can do To Save the Earth

Art (1.2.B.3, 1.2.D.1)

1. Earth Keepers Quilt

2. Earth Headband

3. Earth Bookmark/Pin

Approximately five days of instruction are devoted to this unit

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Life Cycle – (Butterfly & Moth)

Key Concept: The children will develop an awareness that living things

grow and change. They learn the difference between living and non-living things.


Language Arts

1. Read Alouds

I Am a Caterpillar

Caterpillar Diary

The Life of a Butterfly

Any insect reference books

Eric Carle books

Living Things – Holloway & Harper

Living or Not Living – Holloway & Harper

2. Shared Reading:

The Very Hungry Caterpillar – Eric Carle (Felt board and puppets for retelling)

3. Daily/Weekly Logs to record observations

4. Journal

5. Poem: “Wiggly, Squiggly Caterpillar”

Math

1. Comparisons (Butterfly and Moth)

2. Symmetry (Mirrors)

3. Measurement

4. Counting

5. Shape Templates

Social Studies

1. Respect for living creatures (Care for and release of the butterflies and moths)

Science

1. Live specimens: Egg, Caterpillar, Chrysalides/Cocoon (Pupa), Adult

2. To care for an observe changes, etc.

3. Sequence cards (Life Cycle)

4. Make predictions

5.

Music/Movement (1.2.A.1)

1. Create own movements to go with poem: “Wiggly, Squiggly Caterpillar”

2. Finger Play: “The Caterpillar”

3. Finger Play: “The Butterfly”

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Life Cycle – (Butterfly & Moth) (cont.)

Key Concept: The children will develop an awareness that living things

grow and change. They learn the difference between living and non-living things.


Art (1.2.D.1, 1.2.D.3)

1. Egg carton life cycles

2. Paint and cut butterflies

3. Color by number

4. Dot-to-dot

5. Draw and color observations in class logs

Approximately ten days of instruction are devoted to this unit

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Culture - Halloween

Key Concept: The student will develop an awareness of this custom.

Language Arts

1. Appropriate Halloween stories

Music/Movement (1.2.B.1, 1.2.B.2)

1. Various Halloween songs

Art (1.3.D.1)

1. Symmetrical pumpkins

Approximately one day of instruction is devoted to this unit

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Culture – Chinese New Year

Key Concept: The students will recognize Chinese New Year as a special holiday.

The students will become familiar with activities/customs for Chinese New Year

Language Arts

1. Lion Dancer – K. Walters & M. Solverg-Law

2. Chinese New Year – Tricia Brown

3. In the Snow – Huy Youn Lee

4. Ernie Wan’s Chinese New Year

5. Chinese New Year Mini Booklet

6. Video: “Chinese New Year” (Holidays for Children video series)

Math

1. Chinese Horoscope Map

2. Lai-see – lucky money

Social Studies

1. Locate China on Map

Music/Movement (1.3.C.1)

1. Dragon parade with musical instruments

Art (1.5.A.1, 1.2.D.1)

1. Dragon puppets/masks

2. Lanterns

3. Chinese character painting

Approximately two to three days of instruction is devoted to this unit

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Groundhogs

Key Concept: The students will become familiar with the legend of

the groundhog. The students will explore with light to make shadows.

Language Arts

1. Biggest Shadow in the Zoo

2. Me and My Shadow – Arthur Dorros

3. Bear Shadow – Frank Asch

4. It’s Groundhog Day! – Steven Kroll

5. Geoffrey Predicts the Weather – Bruce Koscielniak

6. “The Groundhog”

Math

1. Predict if groundhog will or won’t see shadow

Science/Health

1. Hibernation

2. Shadow demonstration

Art (1.2.D.1, 1.3.C.2)

1. Groundhog puppet

2. Shadow pictures


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Martin Luther King, Jr.

Key Concept: The students will recognize Dr. King as a historical figure.

The students will become familiar with the teachings of Dr. King.

Language Arts

1. Books

Land of Many colors, A Picture Book of Martin Luther King, Jr. – D.A. Adler

Happy Birthday Martin Luther King – J. Marzollo

2. Writing

I have a dream…..

Let’s find out

3. African American History

Social Studies

1. Fair/unfair

Music/Movement (1.1.A.3)

1. “Freedom, Freedom Let It Ring”

2. “Peace

Art (1.2.D.1, 1.2.D.3)

1. Illustrate – I Have a Dream


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Abraham Lincoln

Key Concept: The students will learn one fact about Abraham Lincoln

Language Arts

1. Poems:

Honest Abe

Lincoln Penny Poem

2. Books:

Just Like Abraham Lincoln – Bernard Waber

A Picture Book of Abraham Lincoln – D.A. Adler

Benny’s Pennies – Pat Burson

Math

1. One cent – identify

2. Penny toss – Tally marks

Art (1.2.D.3)

1. Log cabins with penny

2. Penny rubbings


62 of 84



George Washington

Key Concept: The students will learn one fact about George Washington.

(Who he was – what he did)

Language Arts

1. Poems:

“What Washington Did”

2. Books:

George Washington – J. Giblin

A Picture Book of George Washington – D.A. Adler

Math

1. 25 cents – identify

2. $1.00 – identify

3. Line students up first to sixteenth president – Discuss position of Washington and Lincoln

Social Studies

1. Historical background

Music/Movement (1.2.C.4)

1. Parade – Musical instruments

2. Wear tri-fold hat

Art (1.2.D.1)

1. Three-cornered hats

2. Washington Monument Puzzle

3. Quarter rubbings


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Mother’s Day – ME Unit

Key Concept: The students will develop an appreciation for a mother’s role.

Language Arts

1. Various books about mother’s

Art (1.2.D.1)

1. Mother’s Day Booklets

2. Mother’s Day Pins


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Father’s Day – ME Unit

Key Concept: The students will develop an appreciation for a father’s role.

Language Arts

1. Just Me and My Dad – Mercer Mayer

Math

1. EDM June activities

Art (1.2.D.1)

1. Card


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Kindergarten Science Curriculum

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flemington-raritan regional school district · · 2010-03-24flemington-raritan regional school...

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