CRW_Kindergarten_Year-at-a-Glance

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A Year at a Glance

Grade: Kindergarten Subject: Math

1st Marking Period |

K.CC.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 name with one and only one object (0 - 5).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 or the order in which they were counted (0 - 5). |

K.CC.3 Write numbers from 0 to 5.Represent a number of objects with a written numeral 0-5 (with 0 representing a count of no objects). |

K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as: in front of, on top of, below and under. |

Mid Marking Period Goal |

K.CC.1 Count to 100 by ones and by tens. (by one’s to 25) |

K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.(Limit category counts to be less than or equal to 5) |

K.G.2 Correctly name shapes regardless of their orientations or overall size. (flat - circle, triangle, rectangle) |

2nd Marking Period |

K.CC.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 name with one and only one object (0 - 10). 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 or the order in which they were counted(0 - 10). c. Understand that each successive number name refers to a quantity that is one larger (0-10). |

K.CC.3 Write numbers from 0 to 10. Represent a number of objects with a written numeral 0-10 (with 0 representing a count of no objects). |

K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as: in front of, on top of, under, below, above, beside, next to, between |

Mid Marking Period Goal |

K.CC.1 Count to 100 by ones and by tens. (by one’s and ten’s to 50) |

K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). (0-25) |

K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.(Limit category counts to be less than or equal to 10) |

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. Include groups with up to ten objects. (0-10) |

K.CC.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 a scattered configuration; given a number from 1-20, count out that many objects |

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) (0-5) |

3rd Marking Period |

K.CC.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). |

K.CC.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 name with one and only one object. (0-20) 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 or the order in which they were counted. (0-20) c. Understand that each successive number name refers to a quantity that is one larger. (0-20) |

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.Include groups with up to ten objects. |

K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. |

K.MD.1 Describe measurable attributes of objects, such as length. Describe several measurable attributes of a single object. |

K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. (length, more of, less of, longer, taller, and shorter) For example, directly compare the heights of two children and describe one child as taller/shorter. |

K.CC.1 Count to 100 by ones and by tens. (by one’s and ten’s to 80) |

K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). (0-50) |

K.G.2 Correctly name shapes regardless of their orientations or overall size. (solid- sphere, cube, cone, cylinder |

Mid Marking Period Goal |

K.G.3 Identify shapes as two or three dimensional shapes. |

K.G.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). |

K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing. |

K.G.6 Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” |

4thMarking Period |

K.OA.5 Fluently add and subtract within 5. |

K.CC.1 Count to 100 by ones and by tens. (by one’s and ten’s to 100) |

K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). (0-100) |

K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objectsor drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5= 4 + 1). |

K.NBT.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 each composition 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. * Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required. |

K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. |

K.OA.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 answer with a drawing or equation. |

Mid Marking Period Goal |

Review all standards previously taught |

Summative Assessments |

A Year at a Glance

Grade: Kindergarten Subject: Science

1st Marking Period |

K.P.1.1 Compare the relative position of various objects observed in the classroom and outside using position words such as: in front of, on top of, below and under. |

K.P.2.1 Classify objects by observable physical properties. (size and color). |

K.E.1.2 Summarize daily weather conditions noting changes that occur from day to day and throughout the year. |

Mid Marking Period Goal |

K.P.1.2 Give examples of different ways objects and organisms move. (to include falling to the ground when dropped, fast and slow) |

K.E.1.1 Infer that change is something that happens to many things in the environment based on observations made using one or more of their senses. |

K.E.1.3 Compare weather patterns that occur from season to season. |

K.L.1.1 Compare different types of the same animal (i.e. different types of dogs, different types of cats, etc.) to determine individual differences within a particular type of animal. |

2nd Marking Period |

K.P.1.1 Compare the relative position of various objects observed in the classroom and outside using position words such as: in front of, on top of, under, below, behind, above, beside, next to, between. |

K.P.2.1 Classify objects by observable physical properties. (size, color and shape) |

K.E.1.2 Summarize daily weather conditions noting changes that occur from day to day and throughout the year. |

K.L.1.1 Compare different types of the same animal (i.e. different types of dogs, different types of cats, etc.) to determine individual differences within a particular type of animal. |

Mid Marking Period Goal |

K.P.1.2 Give examples of different ways objects and organisms move (to include falling to the ground when dropped) back and forth, fast and slow). |

K.P.2.2 Compare the observable physical properties of different kinds of materials (clay, wood, cloth, paper, etc) from which objects are made and how they are used. |

K.E.1.1 Infer that change is something that happens to many things in the environment based on observations made using one or more of their senses. |

K.E.1.3 Compare weather patterns that occur from season to season. |

K.L.1.1 Compare different types of the same animal (i.e. different types of dogs, different types of cats, etc.) to determine individual differences within a particular type of animal. |

3rd Marking Period |

K.P.2.1 Classify objects by observable physical properties (size, shape, color, and texture). |

K.E.1.2 Summarize daily weather conditions noting changes that occur from day to day and throughout the year. |

K.P.1.2 Give examples of different ways objects and organisms move. (to include falling to the ground when dropped) (straight, zigzag, round and round,back and forth, and fast and slow) |

Mid Marking Period Goal |

K.P.1.2 Give examples of different ways objects and organisms move. (to include falling to the ground when dropped) (straight, zigzag, round and round,back and forth, and fast and slow) |

K.E.1.1 Infer that change is something that happens to many things in the environment based on observations made using one or more of their senses. |

K.E.1.3 Compare weather patterns that occur from season to season. |

4thMarking Period |

K.P.2.1 Classify objects by observable physical properties (size, color, shape, texture, flexibility, and weight) |

Mid Marking Period Goal |

K.E.1.3 Compare weather patterns that occur from season to season. |

K.L.1.2 Compare characteristics of living and nonliving things in terms of their:(Structure, Growth, Changes, Movement, and Basic needs). |

A Year at a Glance

Grade: Kindergarten Subject: Social Studies

1st Marking Period |

K.C. 1.1 Explain similarities in self and others. |

K.H.1.1 Explain how people change over time (self and others). |

K.H.1.3 Explain the impact of how life events bring change ( a new school, etc.). |

K.C&G.1.1 Exemplify positive relationships through fair play and friendship. |

K.C&G.1.2 Explain why citizens obey rules in the classroom and school. |

Mid Marking Period Goal |

K.G.2.1 Explain how people adapt to weather conditions. |

K.H.1.2 Explain how seasons change over time. |

2nd Marking Period |

K.C.1.2 Explain the elements of culture. (how people speak, how people dress, foods they eat etc.) |

K.H.1.1 Explain how people change over time (self and others). |

K.H.1.3 Explain the impact of how life events bring change. (a new sibling, moving to a new house, death, divorce, blended family, etc.) |

K.C&G.1.1 Exemplify positive relationships through fair play and friendship. |

K.C&G.1.2 Explain why citizens obey rules in the classroom, school, home and neighborhood. |

Mid Marking Period Goal |

K.H.1.2 Explain how seasons change over time. |

K.G.2.1 Explain how people adapt to weather conditions. |

K.E.1.1 Explain how families have needs and wants. |

K.G.2.2 Explain ways peoples use environmental resources to meet basic needs and wants. (shelter, food, clothing, etc.) |

3rd Marking Period |

K.H.1.1 Explain how people change over time. (self and others) |

K.C&G.1.1 Exemplify positive relationships through fair play and friendship. |

K.C&G.1.2 Explain why citizens obey rules in the classroom, school, home and neighborhood. |

K.G.1.4 Identify locations in the classroom using positional words. (near/far, left/right, above/beneath, etc.) |

K.G.1.1 Use maps to locate places in the classroom, school and home. |

K.G.1.2 Use globes and maps to locate land and water features. |

K.G.1.3 Identify physical features (mountains, hills, rivers, lakes, roads, etc.). |

Mid Marking Period Goal |

K.G.2.1 Explain how people adapt to weather conditions. |

K.H.1.2 Explain how seasons change over time. |

K.E.1.2 Explain how jobs help people meet their needs and wants. (Community) |

4thMarking Period |

K.C&G.1.1 Exemplify positive relationships through fair play and friendship. |

Mid Marking Period Goal |

K.H.1.2 Explain how seasons change over time. |

A Year at a Glance

**Items bolded are suggestions for assessment for each nine weeks.

Grade: Kindergarten Subject: ELA

1st Marking Period |

The guides include samples of Essential Questions, Essential Vocabulary, Learning Targets, Criteria for Success, and Resources. They should not be interpreted by teachers as all-inclusive and the only elements of instruction necessary in their classrooms.