Kindergarten Curriculum Overview
Reading Comprehension: The core resource for comprehension instruction is the Making Meaning program. This program uses literature and informational text from texts read-aloud to teach students nine different comprehension strategies while also creating a supportive community of readers. In the classroom students receive direct instruction through teacher modeling, time to practice, an opportunity to share and, most critically, an opportunity to apply at their level what was learned.
- The Reading life
- Making Connections
- Wondering: Fictional and Narrative Non-fiction
- Making Connections: Expository Nonfiction
- Wondering: Expository Non-fiction
- Exploring Text Features: Expository Nonfiction
- Revisiting the Reading life
Writing: Written language instruction is based on Being a Writer. This core program uses trade books for genre immersion and author studies that encourage young writers to consider author’s craft. It also integrates writing instruction with regular community-building elements and guided partner work to develop in students a sense of autonomy, belonging, and competence. Being a Writer combines the use of explicit strategy instruction with student empowerment, cooperative learning and reflection to create a writer’s workshop that is engaging and powerful for the learner.
Units of study in kindergarten include:
- The Writing Community
- Getting Ideas
- Telling More
- Just the Facts
- Exploring Words Through Poetry
- Revisiting the Writing Community
Foundational Skills: Wilson Fundations includes an integrated handwriting component that allows teachers to use a multisensory approach to teach how a letter looks, sounds and is formed.
Math in Focus is a K-8 comprehensive mathematics program published by Marshall Cavendish. Math in Focus provides rich and engaging resources based on 20 years of Singaporean success as a world leader in mathematics education. The framework presented in Math in Focus follows the same framework developed by the Singapore Ministry of Education. The instructional approaches emphasize real-world, hands on experiences through a concrete-pictorial-abstract learning progression.
Kindergarten mathematics will be guided by the following course objectives:
- Identify attributes that are the same and different in a set of objects or pictures.
- Count to 5 and write the numerals for these numbers.
- Count from 0 to 10 and write the numerals for these numbers.
- Compare two sets using one-to-one correspondence.
- Compare and order objects by size, length, and weight through sight and feel.
- Use the counting sequence to find one more and one less than a given number.
- Recognize big and small things.
- Use positional vocabulary to describe the location of an object in a spatial arrangement.
- Count and compare numbers to 20.
- Identify circles, triangles, squares, rectangles and hexagons.
- Use shapes to make patterns.
- Skip count by 2s and 5s up to 20, and by 10s up to 100.
- Develop place value knowledge.
- Compare two sets one-to-one to find the difference in the number of objects.
- Recognize the days of the week and the months of the year.
- Count on to 10; count back from 10.
- Create and extend patterns of shapes.
- Count numbers to 20 and write the numerals.
- Count on to find how many more are needed.
- Compare lengths using words such as long, longer and longest.
- Sort and classify objects by two or three attributes.
- Write addition sentences for joining situations.
- Write subtraction sentences for separating situations.
- Compare two numbers using one-to-one correspondence and write the number sentence.
- Compare objects of different weights and capacities.
- Compare duration of events.
- Identify penny, nickel, dime, and quarter.
- Understand how to use pennies, nickels, and dimes to purchase objects less than 10 cents.
For more information about the Kindergarten curriculum, please click here.
Kindergarten students will be using the Exploring the World Set which focuses on 3 units of study: Exploring Forces and Motion, Exploring Plants and Animals and Exploring My Weather. Descriptions of the modules are below and are from www.carolinacurriculum.com/stc.
The students will take a close look at the importance of building a community and the importance of establishing rules in their community. They will identify community leaders and learn about their roles in the community. They will learn about their place in the world geographically with a particular focus on local geography. They will begin to understand fundamental economic principles as they apply to life in their community. They will explore celebrations and holidays of their own community and family and those in the wider world. They will learn about important historical and present day leaders and how they have influenced our country and community. The students will be encouraged to act as leaders themselves.
Unit I: Community Building, Civics and National Symbols
Unit II: Holidays and Family Traditions/Economics
Unit III: Connections to History/US Government/Geography and World Cultures
Kindergarten art students attend art class once in every 5-day cycle for 30minutes. Art classes introduce the vocabulary that is intrinsic to producing and talking about art. The elements of art are imbedded in lessons that demonstrate how to use a variety of media, techniques, processes, tools and materials to create art. Major understandings include: artists make thoughtful choices when creating works of art and often repeat a task many times to learn a new skill; visual art is created for a variety of purposes; art can communicate ideas, express emotions and relate experiences; visual art is displayed; and art elicits a response from the viewer.
The goal of Kindergarten physical education is based on the idea that if you teach children to move efficiently and to achieve success and satisfaction in movement experiences, their attitude toward all physical activities will be more positive. Students will focus on positive social interaction: taking turns, listening skills, safety awareness, and respect for self and peers. The program consists of activities that enhance body awareness, self control, spatial awareness, gross and fine motor skills, loco motor and non-loco motor movements, creative and rhythmic movements, directionality, balance, partner and group challenges, and manipulative skills with a variety of equipment.
Elementary students receive instruction in Library once in every 5-day cycle for 50 minutes, with the exception of Kindergarten classes which are 30 minutes in length. The library curriculum is closely aligned with the English Language Arts Pennsylvania Core Standards and the American Association of School Librarians.
Students in library learn to:
1. Ask questions to find knowledge
2. Work with others to create new knowledge
3. Work as a cooperative library citizen
4. Read widely and make personal connections
Kindergarten Units of Study:
- Life of a Reader
- Organization of the library
- Parts of a book / Type of books
- Responsible Library Citizenship
- Digital Citizenship
Elementary students experience music by singing, playing,moving and improvising. The skills of matching pitch and steady beat are explored through singing and movement games as well as instrumental play. Children explore the musical elements: melody, harmony, rhythm, form and timbre, as well as expressive elements through a varied repertoire of music from diverse cultures and genres.
Silver Burdett’s Making Music, Kindergarten 2002 edition