SeptemberWeek 1-

• Literacy: As a whole class makes rules for the year.CCSS.ELA-Literacy.SL.K.1.aFollow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

• Art: Students draw a picture of them acting out one of the new classroom rules. • Speaking and Listening: Students act out being respectful and following the

rules. CCSS.ELA-Literacy.SL.K.6Speak audibly and express thoughts, feelings, and ideas clearly.

Week 2-• Literacy: Students have a discussion about their family and who they live with.

CCSS.ELA-Literacy.SL.K.4Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

• Art: Students draw a picture and label their family members and parts of their house.

• Math: Students will count how many people that are in their family and compare it to the rest of the class.CCSS.Math.Content.K.CC.B.4Understand the relationship between numbers and quantities; connect counting to cardinality.

Week 3- • Literacy: Students will draw a picture of their favorite book and write the name of

the book. CCSS.ELA-Literacy.W.K.1Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

• Speaking and Listening: Students will explain why they chose their favorite book. CCSS.ELA-Literacy.SL.K.1.bContinue a conversation through multiple exchanges.

• Math: Students will count as a class how many people had the same favorite book. CCSS.Math.Content.K.CC.B.4Understand the relationship between numbers and quantities; connect counting to cardinality.

Week 4: • Literacy: Teacher will read Rhyming Dust Bunnies by Jan Thomas.

CCSS.ELA-Literacy.RL.K.1With prompting and support, ask and answer questions about key details in a text.

• Literacy: Students will come up with their own rhyming words and share them to the class.CCSS.ELA-Literacy.RF.K.2.aRecognize and produce rhyming words.

• Art: Students will draw their rhyming words. Ex: Hat and Sat

October- Fall curriculum

Week 1 &2: LeavesELA: With prompting and support, retell familiar stories, including key details.Math: Count to 100 by ones and by tensScience: Answer questions by explaining observations of the natural world. Week 1: Collect leaves from nearby parkScience: I will prompt students on questions about trees as we are collecting leavesHistory: Talk about how to identify the age of a tree (also integrate math by counting)Math: Count how many leaves they collected and each type.Art: Leaf coloringLiteracy: We will read a book about leaves. Students will be paired up with their elbow partner and partner A will be talking about characters and Student B will be talking about what happened to the characters

Week 2:Literacy: We will read about fall and the activities during fall, prompting the students to talk about what their family does during the fall and have them draw a picture of that activity.Math: Practice counting by tens by making groups with little pumpkin cutouts.

Week 3 &4: PumpkinsELA: Recognize common types of texts (e.g.,storybooks, poems).Math: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 Science: Different kinds of materials display different properties

Week 3:Literacy: read2 or 3 fiction books about pumpkins and talk about the similarities between each (how they grow, how long it takes) Math: Count with our pumpkin seeds by writing pictures of each number of seeds.Science: We will play with pumpkin guts, shaving cream, mod podge to see the different properties (texture) of the different materials. Art: playing with the different materials and creating

Week 4:

Literacy: We will read non-fiction books about pumpkins and talk about the similarities between the books and the differences between fiction and non-fictionMath: Counting apples Senses: We will taste test different kinds of apples to show that different materials show different properties(taste)

November Curriculum

Week 1

• Math- Pumpkin Pie Counting

• CCSS.MATH.CONTENT.K.CC.A.1Count to 100 by ones and by tens.

• Art-Draw picture of favorite thanksgiving dish

o Component 1.1: Understands and applies arts concepts and vocabulary.

• Literacy- A Charlie Brown Thanksgiving

• CCSS.ELA-LITERACY.RL.K.1With prompting and support, ask and answer questions about key details in a text.

Week 2

• Science- Life Cycle of a Pumpkin

• LS1.C: Organization for Matter and Energy Flow in Organisms

• All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1)

• Social Studies- Field trip to Pumpkin Patch

o Component 1.2: Understands the purposes, organization, and function of governments, laws, and political systems.

Week 3• Writing- I am Thankful For….• CCSS.ELA-LITERACY.W.K.1

Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...)

• Math- Turkey Counting• CCSS.MATH.CONTENT.K.CC.A.1

Count to 100 by ones and by tens.

Week 4

• Science- Indian Corn• Art- Make a turkey

Assessment

Literacy assessment will be informal. Students will identify characters, events, and settings in the books. They will also need to answer questions about the different texts we read in class.

Math, art, science, social studies, and technology assessment will be by informal observation. They need to complete their worksheets and projects.

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December

Week 1 • Literacy

• Read “There Was A Cold Lady Who Swallowed Some Snow” • Answer some questions about the story and talk about the vocabulary.

• Art• Make a cold lady out of a paper bag and let the students feed her items from

the story.

• CCSS.ELA-LITERACY.L.K.4.A Identify new meanings for familiar words and apply them accurately

Week 2• Science

• Show the students how to fill ice trays and freeze the water. After the ice is frozen place and ice cube in the sun and show the kids how it melts.

• K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

Week 3• Social Studies

• Christmas Around the world

• Art • Print off coloring pages of Christmas from different countries and have the kids

color them and talk about the different places.

• CCSS.ELA-LITERACY.L.K.5.C Identify real-life connections between words and their use

January

Week 4• Math

• Cut out mittens and little snow flakes. Have the kids each get 9 mittens. They will start with he first mitten and glue one snowflake onto it. On the second mitten glue two snowflakes on that one and continue until they get done with the ninth mitten.

• K.CC a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

Week 5• Science

• Make a bin that is full of salt and clear crystals that you would put into a vase. The kids can play in it and it feels like they are playing in snow and ice.

• K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

Week 6 • Literacy

• Print off a picture of a penguin and put a word pool at the bottom. Have the students label the different parts of the penguin using the words from the word pool.

• CCSS.ELA-LITERACY.L.K.4.A Identify new meanings for familiar words and apply them accurately

Assessment

The literacy assessment will be informal. I will be reading a story to them and they will answer questions about the story. Math and art will be informal. I will walk around and look at the students work to see how they are doing.

February

Week One-Groundhog themeLiteracy: Student read about groundhog facts and have discussion about seasonsMath: Making hypothesis if the ground hog will see its shadow.K.MD.A.1 Measure and Data. Describe and compare measurable attributes. Art: Trace outlines of bodies on black paper to make shadowsScience: Put a flashlight in a paper bag and shine it to demonstrate shadows.

Week Two- Valentines DayLiteracy: Read stories about valentines day.Math: Counting and graphing candy heartsK.MD.A.2 Measurement and Data Describe and compare measurable attributes 2. Directly compare two objects with measurable attributes.Art: Making valentinesSocial Science: Talking about people in our families that we love

Week Three-Presidents DayLiteracy: Read about the Presidents Math: Counting the presidents with a math gameK.CC.A.1 Counting and Cardinality. Know number and count sequence. 1. Count to 100 by ones and by ten.Art: making an Abraham Lincoln house out of pretzels, president puppets out of paper bags

Week Four-Dental HealthLiteracy: Read about teethMath: Sorting and counting different types of teethK.CC.B.5 Count and tell the number of objects.Art: Making teeth Science: Learning about what are teeth. Take a trip to the dentist.

March- Dr. Suess Curriculum

Week 1

• Literacy- Would you like the Cat in the Hat to come to your house? (Draw & write)• Literacy- Read and question and answer Dr. Suess books during circle/story time

(The Cat in the Hat)

• Art- Make Cat in the Hat hats (with rhyming words listed on hat)

RL.K.1 With prompting and support, ask and answer questions about key details in a text.

RL.K.3 With prompting and support, identify characters, settings, and major events in a story

RW.K. 1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

EALR.3.2: Uses the arts to communicate for a specific purpose

Week 2

• Math- Do you like green eggs and ham? (Chart/graph)

• Literacy-Read and question and answer Dr. Suess books during circle/story time (Green Eggs and Ham)

K.CC. 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 using matching and counting strategies.RL.K.1 With prompting and support, ask and answer questions about key details in a text.

Week 3• Science-Talk and observe about trees and how to keep our Earth clean (The

Lorax)

• Literacy-Read and question and answer Dr. Suess books during circle/story time (The Lorax)

K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

RL.K.1 With prompting and support, ask and answer questions about key details in a text.

Week 4

• Social Studies- Oh The Places You’ll Go bucket list

• Technology-Listening Center (Dr. Suess book recordings ( Oh the Places You’ll Go))

GLE.5.3.1 States own viewpoints and listens to the viewpoints of others

EALR. 1.2: Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.

Assessment

Literacy assessment will be informal. Students will identify characters, events, and settings in various Dr. Suess books. They will also need to answer questions about the different texts we read in class.

Math, art, science, social studies, and technology assessment will be by informal observation. They need to complete their worksheets and projects.

April:Week 1-

• SPRING BREAK

Week 2- • Technology: Students will be at the listening center listening to Pete the Cat

books. EALR. 1.2: Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.

• Literacy: Students will write something that they liked from their Pete the Cat book. CCSS.ELA-Literacy.RL.K.1With prompting and support, ask and answer questions about key details in a text.

• Art: Students will draw a picture to go with their writing to match their book.

Week 3- • Literacy: As a class students will come up with descripting sentences about

Pete the Cat. We will make a poster as a class with a drawing of Pete in the

middle and the sentences attached to the poster so everyone can see the characteristics of Pete. CCSS.ELA-Literacy.RL.K.7With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

• Art: Students will draw pictures of themselves and write down characteristics that match their personality.

Week 4- • Literacy: Teacher will read aloud Pete the Cat and his 4 Groovy Buttons.

CCSS.ELA-Literacy.RL.K.1With prompting and support, ask and answer questions about key details in a text.

• Math: Students will complete their Pete the Cat math paper. (Pete the cat has 7 groovy buttons, 4 popped off. How many does he have now? Etc.) CCSS.Math.Content.K.CC.B.4.aWhen counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object

 

Assessment: Teacher will collect students work. Teacher will also complete a checklist to help her assess. Teacher will be using informal assessments as well. Participation, questioning and interacting conversations will all be included on the checklist. Informal observation will also take place.

May-Flower unit

Week 1&2 standardsELA: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.Math: Fluently add and subtract within 5.Science: The Sun and the Moon appear to have patterns of movement that can be observed and recorded.

Week 1Literacy: Read a book about the seasons and what happens in mayLiteracy: Write/ draw the process of a flower growingMath: flower number bonds Science: Calculate how many hours of sun the flowers get to grow when the sun is out and when does the moon come out

Week 2Literacy: Read a book about bees

Literacy: Write/draw a sentence about beginning and endMath: dice (1-5) game. Roll the die and whatever number you land on you have to subtract from 5Art: Draw flowers and bees and how they interact

Week 3&4 standardsELA: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Math: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.Science: Plants and animals meet their needs in different ways.

Week 3: Literacy: Write sentences on how they feel about their mom not worrying about spelling of words (Mothers Day) Math: Measure various objects outside with rulers, paperclips, and shoes noting that each tool is different therefore their measurements aren’t always “the right standard” Science: We will keep adding to our data of the flowers we planted in April to see how fast they are growing. We will also grow flowers in the classroom and student’s will have the opportunity to manage it for a day.

Week 4:Literacy: Write mini books with three word sentences making sure to note capitalization, periods, commas.Literacy: Bee books- learning about the life of a beeMath: measure our flower’s growth in length and add to the graph we’ve been doing all of May.Science: We will begin our bee unit and see how bees survive off of flower’s nectar.

June- Summer

Week 1Literacy: CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key detailsMath: 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 a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 +

Literacy: Teacher will read aloud Pete the Cat: I love my white shoes. Students will complete their cause and effect book based on the events that happened in the story. Math: Number bonds with numbers up to 10Writing: they will write about their favorite memory form the previous summer and write about what they are excited about for this summer.

Math assessments will be from the curriculum so it will be formal.We will do spelling tests for literacy as well as informal assessment with questioning and observing