Cleveland Metropolitan School District Kindergarten

Scope & Sequence Guide 2013-2014

TABLE OF CONTENTS

KindergartenEarly 1st Quarter Pages 1-2

Late 1st Quarter Pages 3-4

Early 2nd Quarter Pages 5-6

Late 2nd Quarter Pages 7-8

Early 3rd Quarter Pages 9-10

Late 3rd Quarter Pages 11-12

Early 4th Quarter Pages 13-14

Late 4th Quarter Pages 15-16

Note: The (arrow) denotes an on-going content/standard statement.

CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014KINDERGARTEN EARLY 1ST QUARTER

SOCIAL STUDIES SCIENCEStrand: HistoryTopic: Historical Thinking and SkillsGEO 8. Individuals are unique but share common characteristics of multiplegroups. Expectations for Learning: Identify ways that individuals in the family,

school, and community are unique and ways that they are the same.HIS 1. Time can be measured Expectations for Learning: Use chronological vocabulary correctly.

Strand: GovernmentTopic: Rules and LawsGOV 10. The purpose of rules and authority figures is to provide ordersecurity and safety in the home, school and community. Expectations for Learning: Explain the purpose for rules at home and in

the school and community.

Strand: Earth Space Science (ESS)Topic: Daily and Seasonal ChangesThis topic focuses on observing, exploring, describing and comparingweather changes, patterns in the sky and changing seasons.Content Statement: Weather Changes are both long and short term. Weather Changes occur throughout the day and from day to day. Air is a non-living substance that surrounds Earth and wind is moving

air Wind, temperature and precipitation can be used to document

observable weather changes. Yearly weather changes (seasons) are observable patterns in daily

weather changes. Weather measurements must be collected on a regular basis

throughout the school year and then compared, explained anddiscussed each week and each month. At the end of the school year, acomparison can be made and seasons can be identified by thepatterns that were measured throughout the year. Consistent reviewand questioning to deepen understanding are essential.

HEALTH STANDARDS1.2.1: Identify that healthy behaviors affect personal health

MATH

Counting and Cardinality (CC)Know number names and the count sequence.1. Count to 100 by ones and by tens.Count to tell the number of objects.4. Understand the relationship between numbers and 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 namewith 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 orthe order in which they were counted.

ELA

Strand: Reading for Literature (RL)Topic: Craft and StructureStandard Statement 6: With prompting & support, name the author and illustrator of the story and define the role of each in telling the story.Topic: Range of Reading and Level of Text ComplexityStandard Statement 10: Actively engage in group reading activities with purpose and understanding.Strand: Reading for Informational Text (RI)Topic: Craft and StructureStandard Statement 5: Identify the front cover, back cover, and title page of a book.Standard Statement 6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.Topic: Range of Reading and Level of Text ComplexityStandard Statement 10: Actively engage in group reading activities with purpose and understanding.Strand: Reading: Foundational Skills (RF)Topic: Print ConceptsStandard Statement 1: Demonstrate understanding of the organization and basic features of print.a. Follow words from left to right, top to bottom, and page by page.b. Recognize that spoken words are represented in written language by specific sequences of letters.c. Understand that words are separated by spaces in print.d. Recognize all upper- lowercase letters of the alphabet.Topic: Phonological AwarenessStandard Statement 2: Demonstrate understanding of spoken words, syllables, sounds (phonemes).a. Recognize and produce rhyming words.b. Count, pronounce, blend, and segment syllables in spoken words.c. Blend and segment onsets and rimes of single -syllable and spoken words.Topic: Phonics and Word RecognitionStandard Statement 3: Know and apply grade-level phonics and word analysis skills in decoding words.a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for eachconsonant.

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CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014KINDERGARTEN EARLY 1ST QUARTER

ELA cont.Strand: Writing (W)Topic: Text Types and PurposesStandard Statement 1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name ofthe book they are writing about & state an opinion or preference about the topic or book (e.g., My favorite book is.)Strand: Speaking and Listening (SL)Topic: Comprehension and CollaborationStandard Statement 1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in smalland larger groups.a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).Topic: Presentation of Knowledge and IdeasStandard Statement 6: Speak audibly and express thoughts, feelings, and ideas clearly.Strand: Language (L)Topic: Conventions of Standard EnglishStandard Statement 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).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.Topic: Vocabulary and Acquisition and UseStandard Statement 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

DATA / TECHNOLOGY INTEGRATIONPROGRESS MONITORINGSuggested Technology Integration:Teachers should begin to teach students to use the following technology skills with adult support as the development of independence is encouraged (allongoing throughout the school year).

Demonstrate appropriate care and use of equipment Use clicking and dragging to control the cursor and make selections (e.g. mouse control, right and left click) Use the spacebar and enter/return keys

SOCIAL EMOTIONAL LEARNING

When incorporating Scope and Sequence, utilize social and emotional learning 5 core competenciesto ensure a positive learning community and high academic achievement.

Strand: Develop self-awareness and self-management skills to achieve school andlife success.Develop a positive self concept/identity Describe self characteristics including

likes and dislikes, needs and wants Recognize how emotions are linked to

behavior Show excitement and curiosity as a

learnerDevelop self-management skills Create Classroom Rules Name calming strategies Express frustrations & anger without

harming others, self or property Demonstrate control of impulsive

behavior

Strand: Use social-awareness andinterpersonal skills toestablish and maintainpositive relationships andcaring communities. Name classmates Recognize acceptable

methods to gainassistance

Identify appropriatestrategies to enter andexit from group play andactivities

Strand: Demonstrate decision-making skills and responsiblebehaviors in personal, school, and community contexts. Demonstrate caring and respect for others. Demonstrate self-control skills (e.g. listening, raising hand,

taking turns, counting to 10, etc.) Understand the consequences and rewards of individual and

community action. Understand that core ethical and performance principles exist in

various classrooms, situations, and environments. Identify/Illustrate safe and unsafe situations. Identify what activities are scheduled for the day and how much

time is spent on each. Identify and perform steps necessary to accomplish personal

responsibilities in scheduled activities. Contribute to the rule making process. Illustrate or demonstrate what tattling, telling, & reporting is. State the difference between appropriate and inappropriate

behaviors. Recognize bullying and teasing. Recognize the various roles of the personnel that govern the

school (all staff)

TEACHER NOTES

2


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014KINDERGARTEN LATE 1ST QUARTER

SOCIAL STUDIES SCIENCEStrand: HistoryTopic: HeritageHIS 3. Heritage is reflected through the arts, customs, traditions, familycelebrations and language. Expectations for Learning: Discuss art, customs, traditions, family

celebrations, and language that reflect the cultural heritage.

Ongoing Emphasis: HIS 1, GOV 10

ELA: RI K.4, RI K.10, RI K.5, RI K.6, W K.1, SL K.1, SL K.6, L K.6

Strand: Earth Space Science (ESS)Topic: Daily and Seasonal ChangesThis topic focuses on observing, exploring, describing and comparingweather changes, patterns in the sky and changing seasons.Content Statement: Weather Changes are both long and short term. Weather Changes occur throughout the day and from day to day. Air is a non-living substance that surrounds Earth; wind is moving air Wind, temperature and precipitation can be used to document

observable weather changes. Yearly weather changes (seasons) are observable patterns in daily

weather changes Weather measurements must be collected on a regular basis throughout

the school year and then compared, explained and discussed eachweek and each month. At the end of the school year, a comparison canbe made and seasons can be identified by the patterns that weremeasured throughout the year. Consistent review and questioning todeepen understanding are essential.

MATHCounting and Cardinality (CC)Know number names and the count sequence.1. Count to 100 by ones and by tens.Count to tell the number of objects.4. Understand the relationship between numbers and 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 namewith 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 orthe order in which they were counted.Measurement and Data (MD)Classify objects and count the number of objects in each category.3. Classify objects into given categories; count the number of objects in each category and sort the categories by count.Geometry (G)Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).2. Correctly name shapes regardless of their orientations or overall size.3. Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid).

ELA

Strand: Reading for Literature (RL)Topic: Craft and StructureStandard Statement 4: Ask and answer questions about unknown words in a text.Strand: Reading for Informational Text (RI)Topic: Craft and StructureStandard Statement 4: With prompting and support, ask and answer questions about unknown words in a text.Topic: Integration of Knowledge and IdeasStandard Statement 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).Strand: Reading: Foundational Skills (RF)Topic: Phonological AwarenessStandard Statement 2: Demonstrate understanding of spoken words, syllables, sounds (phonemes).Strand: Writing (W)Topic: Production and Distribution of WritingStandard Statement 5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing asneeded.Strand: Speaking and Listening (SL)Topic: Presentation of Knowledge and IdeasStandard Statement 4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.Strand: Language (L)Topic: Vocabulary Acquisition and UseStandard Statement 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. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

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CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014KINDERGARTEN LATE 1ST QUARTER


Recognize and use letters and numbers on the keyboard Recognize and use the shift key Use graphics/drawing software to create personal documents (ELA: SL.5, W.6, W.7)



Strand: Develop self-awareness and self-management skills to achieve school and lifesuccess.Develop a positive self concept/identity Describe abilities and accomplishments Set personal and academic learning goals Recognize emotions Show excitement and curiosity as a learner

Develop self-management skills Use calming strategies Express frustrations & anger without

harming others, self or property Control impulsive behavior Identify strategies to reach goals

Strand: Use social-awareness andinterpersonal skills to establish andmaintain positive relationships and caringcommunities. Use observational and listening skills to

identify the feelings and perspectives ofothers

Identify peers who may help others Identify adults who can help Use appropriate strategies to enter and

exit from group play and activities

Strand: Demonstrate decision-making skills andresponsible behaviors in personal, school, andcommunity contexts. Demonstrate caring and respect for others. Demonstrate self-control skills (e.g. listening,

raising hand, taking turns, counting to 10,etc.)

Understand that core ethical and performanceprinciples exist in various classrooms,situations, and environments.

Identify/Illustrate safe and unsafe situations Illustrate or demonstrate tattling, telling,

and reporting. State the difference between appropriate and

inappropriate behaviors. Identify desired outcomes and possible

solutions for problems that have beenidentified

Model active listening Recognize bullying and teasing

TEACHER NOTES

4


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014KINDERGARTEN EARLY 2nd QUARTER

SOCIAL STUDIES SCIENCEStrand: GovernmentTopic: Civic Participation and SkillsGOV 9. Individuals have shared responsibilities toward the achievement ofcommon goals in homes, schools, and communities Expectations of Learning: Identify responsibilities at home and in the

school and community and describe how individuals share thoseresponsibilities to achieve common goals.

Strand: GeographyTopic: Human SystemsGEO 7. Humans depend on impact the physical environment in order tosupply food, clothing, and shelter. Expectations of Learning: Identify the natural resources that are used in

the childrens daily lives.

Ongoing Emphasis: HIS 1, HIS 3, GOV 10

Strand: Earth Space Science (ESS)Topic: Daily and Seasonal ChangesThis topic focuses on observing, exploring, describing and comparingweather changes, patterns in the sky and changing seasons.Content Statement: The moon, sun and stars can be observed atdifferent times of the day or night. The moon, sun, and stars are in different positions at different times of

the day/night. Sometimes the moon is visible at night, sometimesduring the day, sometimes not at all. The observable shape of themoon changes in size slowly throughout the day of each month. Thesun is only visible during the day.

The suns position in the sky changes in a single day and from seasonto season. Stars are visible at night. Some are visible in the evening ormorning and some are brighter than others.

Changes in the position of the sun in the sky can be measured andrecorded at different times during the school dayThis data can becompared from month to month to monitor changes.

Weather measurements must be collected on a regular basisthroughout the school year Consistent review and questioning todeepen understanding are essential.

MATH

Counting and Cardinality (CC)Know number names and the count sequence.1. Count to 100 by ones and by tens.Counting to tell the number of objects.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in ascattered configuration; given a number from 120, count out that many objects.Geometry (G)Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below,beside, in front of, behind, and next to.2. Correctly name shapes regardless of their orientations or overall size.

ELA

Strand: Reading for Literature (RL)Topic: Key Ideas and DetailsStandard Statement 2: With prompting and support, retell familiar stories, including key details.Strand: Reading for Informational Text (RI)Topic: Key Ideas and DetailsStandard Statement 1: With prompting and support, ask and answer questions about key details in a text.Strand: Reading for Foundational Skills (RF)Topic: Phonics and Word RecognitionStandard Statement 2: Demonstrate understanding of spoken words, syllables, sounds (phonemes).a. Recognize and produce rhyming words.d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phone (consonant-vowel-consonant, or CVC) words. (This doesnot include CVCs ending with /l. /r/, or /x/.)Standard Statement 3: Know and apply grade-level phonics and word analysis skills in decoding words.d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.Strand: Writing (W)Topic: Production and Distribution of WritingStandard Statement 6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaborationwith peers.Strand: Speaking and Listening (SL)Topic: Comprehension and CollaborationStandard Statement 1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in smalland larger groups.b. Continue a conversation through multiple exchanges.Topic: Presentation of Knowledge and IdeasStandard Statement 5: Add drawings or other visual displays to descriptions as desired to provide additional detail.

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CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014KINDERGARTEN EARLY 2nd QUARTER

ELA cont.Strand: Language (L)Topic: Conventions of Standard EnglishStandard Statement 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).Topic: Conventions of Standard EnglishStandard Statement 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 punctuation.c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).d. Spell simple words phonetically, drawing on knowledge of sound relationships.





Strand: Develop self-awareness andself-management skills to achieveschool and life success.Develop a positive self concept/identity Describe self characteristics

including likes and dislikes, needsand wants

Recognize how emotions are linkedto behavior

Show excitement and curiosity as alearner


harming others, self or property Demonstrate control of impulsive

behavior

Strand: Use social-awarenessand interpersonal skills toestablish and maintain positiverelationships and caringcommunities. Name classmates Recognize acceptable

methods to gain assistance Identify adults who can help

you Identify examples of

honesty and fairness whenworking and playing withothers.

Identify approaches tosolving conflictsconstructively (stop, think,act).

Strand: Demonstrate decision-making skills and responsiblebehaviors in personal, school, and community contexts. Demonstrate caring and respect for others. Demonstrate self-control skills (e.g. listening, raising hand, taking

turns, counting to 10, etc.) Understand the consequences and rewards of individual and

community action. Understand that core ethical and performance principles exist in

various classrooms, situations, and environments. Identify/Illustrate safe and unsafe situations. Identify what activities are scheduled for the day and how much

time is spent on each. Identify and perform steps necessary to accomplish personal

responsibilities in scheduled activities. Contribute to the rule making process. Illustrate or demonstrate tattling, telling, and reporting. State the difference between appropriate and inappropriate

behaviors.

TEACHER NOTES

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CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014KINDERGARTEN LATE 2nd QUARTER

SOCIAL STUDIES SCIENCEStrand: HistoryTopic: HistoricalHIS 1. Multiple-tier timelines can be used to show relationships amongevents and places Expectations for Learning: Construct a multiple-tier time & analyze the

relationships among events.Strand: GeographyTopic: Spatial Thinking and SkillsGEO 4. Globes and other geographic tools can be used to gather, processand report information about people, places and environments.Cartographers decide which information to include in maps. Expectations for Learning: Use appropriate maps, globes and

geographic tools to gather, process and report information about people,places and environments

GEO 5. Latitude and longitude can be used to make observations aboutlocation and generalizations about climate Expectations for Learning: Use location to make generalizations abut

climateGOV 12. Democracies, dictatorships and monarchies are categories forunderstanding the relationship between those in power or authority andcitizens Expectations for Learning: Explain the relationship between those in

power & individual citizens in a democracy, a dictatorship & a monarchy

Strand: Physical Science (PS)Topic: Properties of Everyday Objects and MaterialsThis topic focuses on the production of sound and on observing,exploring, describing and comparing the properties of objects andmaterials with which the student is familiar.Content Statement: Objects and materials can be sorted and describedby their properties. Objects can be sorted and described by the properties of the materials

from which they are made. e.g., color, shape, size, temperature, odor,texture, flexibility


Weather measurements must be collected on a regular basisthroughout the school yearConsistent review and questioning todeepen understanding are essential.

ELA: W K.7, W K.8, SL K.1, SP K.3, SP K.4, SP K.6, L.5.AMATH: MD.1

HEALTH STANDARDS7.2.1: Demonstrate healthy practices and behaviors that maintain orimprove personal health7.2.2: Demonstrate behaviors that avoid or reduce health risks

MATHCounting and Cardinality (CC)Know number names and the count sequence.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).Count to tell the number of objects.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in ascattered configuration; given a number from 120, count out that many objects.Operations and Algebraic Thinking (OA)Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations,expressions, or equations.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by adrawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).Geometry (G)Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).2. Correctly name shapes regardless of their orientations or overall size.3. Identify shapes as two-dimensional (lying in a plane, flat) or three dimensional (solid).Analyze, compare, create, and compose shapes.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, 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).

ELAStrand: Reading for Literature (RL)Topic: Key Ideas and DetailsStandard Statement 3: With prompting and support, identify characters, settings, and major events in a story.Strand: Reading for Informational Text (RI)Topic: Key Ideas and DetailsStandard Statement 2: With prompting and support, identify the main topic and retell key details of the text.Strand: Reading: Foundational Skills (RF)Topic: Phonological AwarenessStandard Statement 2: Demonstrate understanding of spoken words, syllables, sounds (phonemes).e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.Topic: Phonics and Word RecognitionStandard Statement 3: Know and apply grade-level phonics and word analysis skills in decoding words.c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

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CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014KINDERGARTEN LATE 2nd QUARTER

ELA cont.Strand: Writing (W)Topic: Research to Build and Present KnowledgeStandard Statement 7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinionsabout them).Strand: Speaking and Listening (SL)Topic: Comprehension and CollaborationStandards Statement 1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults insmall and larger groups.b. Continue a conversation through multiple exchanges.Strand: Language (L)Topic: Conventions of Standard EnglishStandards Statement 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).





Strand: Develop self-awareness and self-management skills to achieve school and lifesuccess.Develop a positive self concept/identity Describe abilities and accomplishments Set personal and academic learning goals Recognize emotions Show excitement and curiosity as a learner


harming others, self or property Control impulsive behavior Identify strategies to reach goals

Strand: Use social-awareness andinterpersonal skills to establish andmaintain positive relationships andcaring communities. Use observational and listening skills

to identify the feelings andperspectives of others

Identify peers who may help others Identify adults who can help Use appropriate strategies to enter and

exit from group play and activities

Strand: Demonstrate decision-making skills andresponsible behaviors in personal, school, andcommunity contexts. Demonstrate caring and respect for others. Demonstrate self-control skills (e.g. listening,

raising hand, taking turns, counting to 10, etc.) Understand that core ethical and performance

principles exist in various classrooms,situations, and environments.

Identify/Illustrate safe and unsafe situations Illustrate or demonstrate tattling, telling, and

reporting. State the difference between appropriate and

inappropriate behaviors. Identify desired outcomes and possible

solutions for problems that have been identified Model active listening Recognize bullying and teasing

TEACHER NOTES

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CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014KINDERGARTEN EARLY 3rd QUARTER

SOCIAL STUDIES SCIENCEStrand: HistoryTopic: Historical Thinking and SkillsHIS 2. Personal history can be shared through stories and pictures. Expectations of Learning: Communicate personal history through

stories and pictures.


ELA: RI K.5, RI K.10, W K.1, W K.2, W K.3, SL K.4, SL K.5, SL K.6

Strand: Physical Science (PS)Topic: Properties of Everyday Objects and MaterialsThis topic focuses on the production of sound and on observing,exploring, describing and comparing the properties of objects andmaterials with which the student is familiar.Content Statement: Some objects and materials can be made to vibrateto produce sound. Touching, blowing, or tapping objects produces sound. The sounds

that are produced vary depending on the properties of objects. Soundis produced when objects vibrate.



ELA: RI K.3, RI K.10, L K.2

HEALTH STANDARDS7.2.1: Demonstrate healthy practices and behaviors that maintain orimprove personal health

MATHCounting and Cardinality (CC)Count to tell the number of objects.4. Understand the relationship between numbers and quantities; connect counting to cardinality.c. Understand that each successive number name refers to a quantity that is one larger.Compare numbers.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by usingmatching and counting strategies.Operations and Algebraic Thinking (OA)Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by adrawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).Number and Operations in Base Ten (NBT)Work with numbers 1119 to gain foundations for place value.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record eachcomposition 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.Measurement and Data (MD)Describe and compare measurable attributes.2. Directly compare two objects with a measurable attribute in common to see which object has more of/less of the attribute, and describe thedifference. For example, directly compare the heights of two children and describe one child as taller/shorter.Geometry (G)Analyze, compare, create, and compose shapes.4. Analyze and compare two-and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities,differences, part (e.g., number of sides and vertices/corner) and other attributes (e.g., having sides of equal length).

ELAStrand: Reading for Literature (RL)Topic: Key Ideas and DetailsStandard Statement 1: With prompting and support, ask and answer questions about key details in a text.Strand: Reading for Informational Text (RI)Topic: Key Ideas and DetailsStandard Statement 3: With prompting & support, describe the connection between two individuals, events, ideas, or pieces of information in a text.Strand: Writing (W)Topic: Text Types and PurposesStandard Statement 2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they arewriting about and supply some information about the topic.

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CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014KINDERGARTEN EARLY 3rd QUARTER

ELA cont.Strand: Speaking and Listening (SL)Topic: Comprehension and CollaborationStandards Statement 2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answeringquestions about key details and requesting clarification if something is not understood.Strand: Language (L)Topic: Conventions of Standard EnglishStandard Statement 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading andcontent.a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).


Access and exit software applications Identify a computer and other technologies as a source for finding information (ELA: W.2 and e.g. ebooks, Tumblebooks, etc.)



Strand: Develop self-awareness and self-management skills to achieve school and lifesuccess.Develop a positive self concept/identity Describe abilities & accomplishments Set personal & academic learning goals Recognize emotions/feelings See one's self as a learner

Develop self management skills Use calming strategies Express frustrations and anger without

harming others, self or property Control impulsive behavior Reflect on strategies used to achieve

goals. Demonstrate persistence as a learner

Strand: Use social-awareness andinterpersonal skills to establish and maintainpositive relationships and caringcommunities. Develop positive relationships with one or

two peers, and show the capacity to careabout them.

Show interest in others, exchangeinformation with others in appropriate ways

Identify skills to resolve conflicts

Strand: Demonstrate decision-making skillsand responsible behaviors in personal,school, and community contexts. Demonstrate caring and respect for others. Demonstrate self control (Stop, take a

breath, and relax) Identify desired outcomes and possible

solutions for problems that have beenidentified.

Identify the pros and cons of solutions toselect the best solution.

Demonstrate active listening. Recognize bullying and teasing. Define bullying and teasing. Develop skills to handle bullies.

TEACHER NOTES

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CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014KINDERGARTEN LATE 3rd QUARTER

SOCIAL STUDIES SCIENCEStandard: EconomicsTopic: ScarcityECO 11. People have many wants and make decisions to satisfy thosewants. These decisions impact others. Expectations of Learning: Explain how a decision about an individual

want can impact others.


ELA: RI K.10, W K.1, W K.8, SL K.1, SL K.4, SL K.6, L K.1f, L K.6MATH: MD.2

Strand: Life Science (LS)Topic: Physical and Behavioral Traits of Living ThingsThis topic focuses on observing, exploring, describing and comparingliving things in Ohio.Content Statement: Living things are different from non-living things. Living things include anything that is alive or has ever been alive. They

have specific characteristics and traits. Living things grow andreproduce.

They are found almost everywhere in the world. There are differentkinds of living things that are found in different places.

o There are different kinds of living things.o Living things respond to stimuli.o Animals need food; plants make their own food.



ELA: RI K.1, RI K.4, RI K.8, W K.2, SL K.1, SL K.2, SL K.5MATH: MD.1, MD.2, MD.3

HEALTH STANDARDS1.2.1: Identify that healthy behaviors affect personal health

MATHCounting and Cardinality (CC)Know number names and the count sequence.1. Count to 100 by ones and by tens. (by tens)2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).Count to tell the number of objects.4. Understand the relationship between numbers and quantities; connect counting to cardinalityc. Understand that each successive number name refers to a quantity that is one larger.Compare Numbers.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by usingmatching and counting strategies.7. Compare two numbers between 1 and 10 presented as written numerals.Operations and Alegebraic Thinking (OA)Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answerwith a drawing or equation.5. Fluently add and subtract within 5.Numbers and Operations in Base Ten (NBT)Work with numbers 1119 to gain foundations for place value.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record eachcomposition 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.Geometry (G)Analyze, compare, create, and compose shapes.6. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle?

ELAStrand: Reading for Literature (RL)Topic: Craft and StructureStandard Statement 5: Recognize common types of texts (e.g., storybooks, poems).Strand: Reading for Informational Text (RI)Topic: Integration of Knowledge and IdeasStandard Statement 8: With prompting and support, identify the reasons an author gives to support points in a text.Strand: Writing (W)Topic: Text Types and PurposesStandard Statement 8: With guidance and support from adults, recall information from experiences or gather information form provided sources to answera question.

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CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014KINDERGARTEN LATE 3rd QUARTER

ELA cont.Strand: Language (L)Topic: Conventions of Standard EnglishStandard Statement 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).Topic: Vocabulary Acquisition and UseStandard Statement 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading andcontent.b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, -ful, -less) as a clue to the meaning of an unknown word.


Access and exit software applications Identify a computer and other technologies as a source for finding information (ELA: W.2 and e.g. ebooks, Tumblebooks, etc.)







Strand: Use social-awareness andinterpersonal skills to establish and maintainpositive relationships and caringcommunities. Develop positive relationships with one or

two peers, and show the capacity to careabout them.

Show interest in others, exchangeinformation with others in appropriate ways

Recognize individual and group differences Use skills to solve conflicts constructively

Strand: Demonstrate decision-making skillsand responsible behaviors in personal,school, and community contexts. Demonstrate caring and respect for others. Demonstrate self control (Stop, take a

breath, and relax) Identify desired outcomes and possible


Identify the pros and cons of solutions toselect the best solution.

Demonstrate active listening. Recognize bullying and teasing. Define bullying and teasing. Develop skills to handle bullies.

TEACHER NOTES

12


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014KINDERGARTEN EARLY 4TH QUARTER

SOCIAL STUDIES SCIENCEStandard: EconomicsTopic: Production and ConsumptionECO 12. Goods are objects that can satisfy peoples wants. Services areactions that can satisfy peoples wants. Expectations of Learning: Identify goods and services.Standard: GeographyTopic: Spatial Thinking and SkillsGEO 6. Models and maps represent real places. Expectations of Learning: Create models and maps of real places.


ELA: RI K.10, W K.2, SL K.1, SL K.2, SL K.6, L K.1f, L K.6MATH: G.1, G.3, G.5

Strand: Life Science (LS)Topic: Physical and Behavioral Traits of Living ThingsThis topic focuses on observing, exploring, describing and comparingliving things in Ohio.Content Statement: Living things have physical traits and behaviors,which influence their survival. Living things are made up of a variety of structures

o Providing exposure through observation and stories to a largevariety of living things is required.

o Living things are made of parts, and because of those parts,living things can do specific things.

Identify and discuss examples such as birds have wings for flying andbeaks for eating. Dogs have eyes for seeing, teeth for chewing andlegs for moving. Trees have leaves and trunks.


Weather measurements must be collected on a regular basisthroughout the school year... Consistent review and questioning todeepen understanding are essential.

ELA: RI K.1, RI K.4, RI K.8, W K.2, SL K.1, SL K.2, SL K.5MATH: MD.1, MD.2Optional SS: GEO 7, GEO 8

HEALTH STANDARDS7.2.1: Demonstrate healthy practices and behaviors that maintain orimprove personal health7.2.2: Demonstrate behaviors that avoid or reduce health risks

MATHCounting and Cardinality (CC)Know number names and the count sequence.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).Count to tell the number of objects.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a cicle, or as many as 10 things in ascattered configuration; given a number from 1-20, count out that many objects.Operations and Algebraic Thinking (OA)Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by adrawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, record the answer witha drawing or equation.Number and Operations in Base Ten (NBT)Work with numbers 1119 to gain foundations for place value.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record eachcomposition 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.Geometry (G)Analyze, compare, create, and compose shapes.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

ELAStrand: Reading for Literature (RL)Topic: Integration of Knowledge and IdeasStandard Statement 9: With prompting and support compare and contrast the adventures and experiences of characters in familiar stories.Strand: Reading for Informational Text (RI)Topic: Integration of Knowledge and IdeasStandard Statement 8: With prompting and support, identify the reasons an author gives to support points in a text.

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CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014KINDERGARTEN EARLY 4TH QUARTER

ELA cont.Strand: Writing (W)Topic: Text Types and PurposesStandard Statement 8: With guidance and support from adults, recall information from experiences or gather information form provided sources to answera question.Strand: Speaking and Listening (SL)Topic: Comprehension and CollaborationStandard Statement 3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.


Demonstrate appropriate care and use of equipment Use clicking and dragging to control the cursor and make selections (e.g. mouse control, right and left click) Use the spacebar and enter/return keys Recognize and use letters and numbers on the keyboard Recognize and use the shift key Use graphics/drawing software to create personal documents (ELA: SL.5, W.6, W.7) Access and exit software applications Identify a computer and other technologies as a source for finding information (ELA: W.2 and e.g. ebooks, Tumblebooks, etc.)







Strand: Use social-awareness andinterpersonal skills to establish andmaintain positive relationships andcaring communities. Develop positive relationships with

peers & show the capacity to careabout them.

Recognize individual and groupdifferences

Show interest in others; exchangeinformation with others in appropriateways

Use skills to solve conflictsconstructively

Strand: Demonstrate decision-making skills andresponsible behaviors in personal, school, andcommunity contexts. Demonstrate caring and respect for others. Demonstrate self control (Stop, take a breath,

and relax) Identify desired outcomes and possible


Identify the pros and cons of solutions to selectthe best solution.

Recognize bullying and teasing Define bullying and teasing. Develop skills to handle bullies.

TEACHER NOTES

14


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014KINDERGARTEN LATE 4TH QUARTER

SOCIAL STUDIES SCIENCEStrand: GeographyTopic: Spatial Thinking and SkillsGEO 5. Terms related to direction and distance, as well as symbols andlandmarks, can be used to talk about the relative location of familiar places. Expectations for Learning: Describe the relative location of a familiar

place use appropriate terms.

Ongoing Emphasis: HIS 1, HIS 3, HIS 4, GOV 10

ELA: SL K.1, SL K.2, SL K.3, SL K.4, SL K.5, SL K.6MATH: G.1

Strand: Life Science (LS)Topic: Physical and Behavioral Traits of Living ThingsThis topic focuses on observing, exploring, describing and comparing livingthings in Ohio.Content Statement: Living Things have physical traits and behaviors,which influence their survival. Some of these structures and behaviors influence their survival. .

o Study the characteristics of the environment in which plants andanimals thrive and see how they interact with one another

o Observe the physical characteristics of plants and animals anddetermine how those traits are involved in each organismssurvival.


Weather measurements must be collected on a regular basis throughoutthe school year (sic) Consistent review and questioning to deepenunderstanding are essential.

MATH: MD.1, MD.2

HEALTH STANDARDS1.2.4: List ways to prevent common childhood injuries

MATHCounting and Cardinality (CC)Know number names and the count sequence.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).Operations and Algebraic Thinking (OA)Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.5. Fluently add and subtract within 5.Measurement and Data (MD)Describe and compare measureable attributes.1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.2. Directly compare two objects with a measureable attribute in common, to see which object has more of/less of the attribute, and describe thedifference.

ELAStrand: Reading for Informational Text (RI)Topic: Integration of Knowledge and IdeasStandard Statement 9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations,description, or procedures).Strand: Reading for Foundational Skills (RF)Topic: Phonics and Word RecognitionStandard Statement 3: Know and apply grade-level phonics and word analysis skills in decoding words.b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.Topic: FluencyStandard Statement 4: Read emergent-reader texts with purpose and understanding.Strand: Writing (W)Topic: Text Types and PurposesStandard Statement 3: Use a combination of drawing, dictation, and writing to narrate a single event or several loosely linked events, tell about the eventsin the order in which they occurred, and provide a reaction to what happened.

15


CLEVELAND METROPOLITAN SCHOOL DISTRICT Scope & Sequence2013-2014KINDERGARTEN LATE 4TH QUARTER


Demonstrate appropriate care and use of equipment Use clicking and dragging to control the cursor and make selections (e.g. mouse control, right and left click) Use the spacebar and enter/return keys Recognize and use letters and numbers on the keyboard Recognize and use the shift key Use graphics/drawing software to create personal documents (ELA: SL.5, W.6, W.7) Access and exit software applications Identify a computer and other technologies as a source for finding information (ELA: W.2 and e.g. ebooks, Tumblebooks, etc.)







Strand: Use social-awareness andinterpersonal skills to establish andmaintain positive relationships andcaring communities. Develop positive relationships with

peers & show the capacity to careabout them

Recognize individual & groupdifferences

Show interest in others; exchangeinformation with others in appropriateways

Use skills to solve conflictsconstructively

Recognize that all people have similarneeds

Recognize and accept the difference ofother cultures/ethnicities

Strand: Demonstrate decision-making skills andresponsible behaviors in personal, school, andcommunity contexts. Demonstrate caring and respect for others. Demonstrate self control (Stop, take a breath,

and relax) Identify desired outcomes and possible solutions

for problems that have been identified. Identify the pros and cons of solutions to select

the best solution. Recognize bullying and teasing. Define bullying and teasing. Develop skills to handle bullies.

TEACHER NOTES

16

Scope & Sequence Guide 2013-2014

Documents

Cleveland Metropolitan School District Kindergarten