Kindergarten Curriculum
English Language Arts
Students will…..
-recognize and name all upper and lower case letters of the alphabet
-demonstrate one to one letter-sound correspondences for each consonant
-associate the short sounds and introduce the long vowel sounds with common spellings for the five major vowels
-count, pronounce, blend, and segment syllables and sounds in spoken words
-add or substitute individual sounds in simple words to make new words
-identify and rhyme words
-read common high frequency words by sight
-identify concepts of print; words are separated by spaces, left to right, top to bottom progression of sentences
- describe relationship between the illustrations and the print
-read emergent-reader texts with purpose and understanding
-ask and answer questions about key details in a story
-retell stories; including characters, setting, and major events
-draw, dictate, and write using inventive spelling and sight words to express an opinion in their writing journal
-draw, dictate, or write information about a topic in their journal
- print many upper- and lowercase letters
-capitalize first word in a sentence, leave spaces between words and use end punctuation
-spell simple words phonetically
-participate in conversations with teacher and peers in small and large groups about kindergarten topics and texts
-ask and answer questions in order to get information, seek help, or clarify something that is not understood
- describe familiar people, places, things, and events
Mathematics
Students will …..
-count to 100 by ones and tens
-count forward given any number in a set
-write numbers from 0-20
-count objects demonstrating one to one correspondence between object and number
-identify the last number counted in a set represents the total
-count to answer “how many?” 0-20
-compare number of objects between two groups (0-10); greater than, less than or equal to
-compare two numbers in a set- 1-10
- represent with objects, fingers, mental images, drawings, sounds that addition is putting together and adding to and subtraction is taking apart and taking from
-fluently add and subtract within 5
-solve addition and subtraction word problems within 10- using objects or drawings
-identify number families (5=2+3, 5=3+2, 5=1+4, 5=4+1, etc.) with numbers 1-10
-for any number 1-9, add to make 10, i.e. 2+8, 6+4, etc.
-understand that number 11-19 are composed of a group of ten and some ones
-describe length and weight of objects
-compare measurable attributes of objects to find out more/less, taller, shorter, etc.
-sort objects by common attribute- count and compare
Identify two dimensional and three dimensional shapes
-describe relative positions of objects (above, below, behind, beside, next to, in front of)
-create and compose shapes
Science and Technology/Engineering
Students will answer these questions ….
-What do plants and animals need to grow?
-What are the stages of plant/animal lives?
-How do plants/animals resemble their parents?
-How do people and animals use their senses?
- What seasonal changes can you observe?
- What do animals/humans need in order to live?
-How do we classify objects/plants/ animals?
- What patterns does the weather follow?
- How does air move materials?
- What tools are used for different jobs?
Social Studies
Students will answer the questions ……
-what is a map, what is a globe?
-what does it mean to be a responsible citizen?
- why do people need to work?
-why do we celebrate national holidays
-what is your address, school, country?
-who is in your family?
-what is in your neighborhood?
- who keeps you safe in Westwood?
- what are national symbols, songs, pledges
Second Step
(Social Competency Curriculum)
Students will be able to:
• Name and demonstrate the rules for
listening in a group
• Demonstrate attention skills in the context
of a game
• Demonstrate listening and following
directions within the context of a game
• Demonstrate self-talk for remembering directions in the context of a drawing game
• Demonstrate being assertive in response to scenarios
• Name feelings when presented with physical clues
* Identify a variety of feelings displayed in response to scenarios
• Identify what to say when they do
something by accident
• Demonstrate saying, “I’m sorry. It was
an accident. Are you okay?” in response
to scenarios
• Identify and demonstrate the Calming-
Down Steps
• Identify the Calming-Down Steps
• Apply the Calming-Down Steps while
waiting in a game situation
• Name physical signs of anger
• Apply the Calming-Down Steps in a game
situation
Standards- Based Report Card
Issued twice a year- January and June
Parent Conferences
November 6th , 13th , 20th
March 26th April 9th
MA Frameworks
http://www.doe.mass.edu/frameworks/current.html