meade county’s kindergarten...

Meade County’s Kindergarten Curriculum 2013-14This document is a compilation of the various curriculum documents that have been created by teams of teachers within the district. This is an overview. More detailed information for instructional purposes is currently located on district teacher share –elementary curriculum- 2013-14 Pacing, Targets, IAs, and then by grade level for most content areas. There are separate folders for those areas in which a teacher is responsible for multiple grade levels (music, pe, library, counselors). The goal is to have all documents eventually housed on CIITS.

Kindergarten Reading Pacing Calendar (2013-14)Schools use different reading series, so the order of instruction may vary. This chart indicates, not when the skill/content is taught but when it will be assessed.

More detailed information including resources and assessments can be found on CIITS (or that is the future goal).Kindergarten Reading: Learning Chunk #1

K.RL.1: I can answer questions about a key (important) details in a text.

I can ask questions about key (important) details in a text.With my teacher’s help, I can answer questions about important things in a story.

K.RL.2: I can retell familiar stories with key (important) details.With my teacher’s help, I can tell important things that happen in a story.

K.RL.6: I can name the author of a story and tell what the author does.

I can name the illustrator of a story and tell what the illustrator does.

K.RI.5: I can identify (find) the front cover of a book. (informational text)

I can identify (find) the back cover of a book. (informational text)

I can identify (find) the title page of a book. (informational text)

K.RI.6: I can name the author of a text (book) and tell what the author does. (informational text)

I can name the illustrator of a text (book) and tell what the illustrator does. (informational text)

K.RL.3: I can identify characters in a story. With my teacher’s help, I can tell who the people/animals are in a story.

K.RF.1a I can follow words from left to right.

I can follow words from top to bottom.

I can follow words page by page.

K.RF.2a I can recognize and produce rhyming words.I can say, see, or write words that rhyme.

K.RF.2b: I can count syllables in words I hear.

I can blend syllables in words I hear.I can put a word together after hearing the syllables.

I can say the syllables in words I hear. (segment)I can segment (stretch) a word into syllables.

K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

Reading K - Week of 10/28Data to Amy 11/1

Data Analysis 11/5(PD)

District Teacher Share> Elementary Curriculum 2012-13Pacing,Targets,IAs>Kindergarten>Kindergarten curriculum pacing at a glance

Kindergarten Reading: Learning Chunk #2

K.RF.2b: I can recognize that spoken words are in written words using letters in a sequence.I can see that words I hear are made of letters written in a certain order.

K.RF. 2c I can understand that words are separated by spaces in print.I can show words in print are separated by spaces.

K.RI.3: I can describe the connection between two individuals, events, ideas, or pieces of information in a text.With my teacher’s help, I can tell the connection between two people or things in a book. (people, events, ideas, or pieces of information)

K.RI.1: I can ask and answer questions about key details in a text.With my teacher’s help, I can ask and answer questions to help me better understand a text.

K.RF.2c: I can blend and segment onsets and rimes of single spoken words.I can blend beginning and endings of words I hear.I can segment (stretch) beginnings and endings of words I hear.

K.RI.9: With prompting and support, identify basic similarities in and differences between two texts on the same topic.With my teacher’s help, I can compare two texts on the same topic to tell how they are the same.With my teacher’s help, I can compare two texts on the same topic to tell how they are different.

K.RL.3: With prompting and support, identify characters, settings, and major events in a story.With my teacher’s help, I can identify events in a story.With my teacher’s help, I can tell what happened in a story.

K.RL.5: I can recognize common types of texts.I can recognize different types of texts.

K.RL.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.I can compare (alike) the adventures and experiences of characters in stories I know.I can contrast (different) the adventures and experiences of characters in the stories I know.

K.RF.2d: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.In two words that are spelled almost the same, I can identify the sounds that are different.

K.RF.2d: Isolate and pronounce the initial, medial vowel and final sounds in three phoneme words.(This does not include CVC’s ending v/l, R, X.)I can find and say the initial (beginning) sounds of words.I can find and say the medial (middle) sounds of words.I can find and say the final (ending) sound of words.


Data Analysis 2/14 (PD)

Kindergarten Reading: Learning Chunk #3KPREP Last 14 days of school

K.RF.2e: I can add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.I can change letters in words to make new words.

K.RL.4: I can ask and answer questions about unknown words in a text.I can answer questions about unknown words in a text.

K.RL.7: With 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).With my teacher’s help, I can pick the illustration that goes with the story or informative text.

K.RI.2: With prompting and support, identify the main topic and retell key details of a text.With my teacher’s help, I can identify the main idea on something I have read or heard.

K.RI.4: With prompting and support, ask and answer questions about unknown words in a text.With my teacher’s help, I can answer questions about unknown words in a text.

K.RI.7: With prompting and support, I can describe the relationship between illustrations and the story in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).With my teacher’s help, I can pick the illustration that goes with the story or informative text

DRAFT…column…….(for this column ONLY the highlighted section is the standard. The red is a more student friendly version)K.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.

K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. I can pronounce the sound for each consonant when decoding words.

K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. I can pronounce the short vowel sound in a word by looking at the spelling pattern.I can pronounce the long vowel sound in a word by looking at the spelling pattern. (CVCe)

K.RF.1 Demonstrate understanding of the organization and basic features of print K.RF.1d Recognize and name all upper- and lowercase letters of the alphabet.I can recognize and name all upper-case letters of the alphabet.I can recognize and name all lower-case letters of the alphabet.

K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). I can read kindergarten sight words.

K.RF.4 Read emergent-reader texts with purpose and understanding. I can read with purpose and understanding. (on-level)

K.L.1a Print many upper and lowercase letters. K.RI.8 With prompting and support identify the reasons an author gives to support points in a text.


Data Analysis – flex

Kindergarten Language PacingThis is a list of language topics based on standards, teachers will use the actual standards to plan instruction.

Kind

erga

rten

Language

K.L1b nouns (Name)K.L1a print lettersK.L1.f expanding sentencesK.L.2a beginning capitalizationK.L.2a capitalizing IK.L2b end punctuationK.L.2be use preposition “with”K.L.5c words-use- connectionsK.L.1b use nouns (for places, things, people, animals)K.L4a multiple meanings

Language

K.L.1c more than 1K.L.1d question wordsK.L.2a beginning capitalizationK.L.2a capitalizing IK.L2b end punctuationK.L.3a ask questions for clarificationK.L.5a sorting wordsK.L.4d shades of meaningK.L.5b opposites-Proper nouns (1st)-Start adjectives (colors, shapes, sizes, numbers, opposites…(1st) K.L4a multiple meanings

Language

K.L.5a categorizing (web)K.L.1b use verbs (now, past, future- 1st)

sentence workK.L.2a beginning capitalizationK.L.2a capitalizing IK.L2b end punctuationK.L.4b (affixes -ed, -s)

K.L4a multiple meanings (Shelby County- Kindergarten Cove)

Language

K.L.1f complete sentences (naming parts, action parts)K.L.5a sort words (web)K.L.1d question wordsK.L5c connections word-useK.L.1b verbsK.L.4b “s” on verbsK.L.1f telling sentence K.L.2a pronoun, I (& me)


Language

K.L.2ab capitalization/ punctuationK.L1.e prepositions K.L.1d question wordsK.L.1b nounsK.L.1b verbs


Language

K.L.5b adjectivesK.L.1f complete sentencesRevisit… I & MeK.L.2a Prepositional phrasesExclamations


Kindergarten Writing PacingEach school will create their own pacing for writing including the order in which they teach opinion writing (standard 1), informative/explanatory texts (standard 2), and narrative writing (standard 3). There will be common district on-demand prompts for each of these types of writing throughout the year. Each school will determine the order of the prompts for the “entire school.” (If a school chooses to give the narrative prompt first, it will be given to ALL students in all grades in the school, not just one grade level.) Students will write to the prompt in 1 sitting not over extended days (K-5 up to 30 minutes; 6th up to 40 minutes). Common rubrics will be used to score on-demand writing. A summary of results will be sent to the district.

Kindergarten Math Pacing Learning Chunk

#1Learning Chunk #2 Learning Chunk

#3Learning Chunk #4 Learning Chunk

#5Learning Chunk #6

Pretest #1EDM Lessons:Week 1 - 1.1-1.4Week 2 - 1.5-1.8Week 3 - 1.9-1.12Week 4 - 1.13-2.2Week 5 - 2.3-2.5Week 6 - 2.6-2.7

Pretest #2EDM Lessons: Week 1 - 2.8Week 2 - 2.9-2.11Week 3 - 2.12-2.15

Fall BreakWeek 4 - 2.16-3.3Week 5 - 3.4-3.7Week 6 - 3.8-3.12

Pretest #3EDM Lessons: Week 1 – 3.13Week 2 - 3.14-4.1Week 3 - 4.2-4.5Week 4 - 4.6-4.10Thanksgiving BreakWeek 5 - 4.11-4.14Week 6 - 4.15-4.16

Winter Break

Pretest #4EDM Lessons: Week 1 – 5.1-5.3

supplement with K.OA-5(will be assessed in chunk 6)Week 2 - 5.4-5.7Week 3 - 5.8-5.11Week 4 - 5.12-5.15Week 5 - 5.16-6.3Week 6 - 6.4-6.8

Pretest #5EDM Lessons: Week 1 – 6.9-6.13Week 2 - 6.14-7.1Week 3 - 7.2-7.5supplement with K.G.6Week 4 - 7.6-7.9Week 5 - 7.10-7.13Week 6 - 7.14-7.16

Spring Break

Pretest #6EDM Lessons: Week 1 – 8.1 – 8.4Week 2 - 8.5-8.8Week 3 - 8.9-8.12Week 4 - 8.13-8.16Week 5 - Week 6 -

MD.1-Compare objects (wider, narrower, shorter, taller).

CC.1-Count numbers 0-10.

CC.4a-Count 1-10 objects.

CC.4b-Count objects using 1 to 1 ratio.

CC.6-Compare groups of objects (this means I can tell which group is <, >, or = to).

G.1-Tell an objects corresponding position.

G.2-Identify triangle; square; circle; rectangle.

CC.1-Count to 20.

CC.2-Count forward from a given number.

CC.3-Write numbers 1-10.

CC.4a-Count dots on a single die.

CC.4c-Say the number that is one more than a given number up to 10.

CC.7-Compare two numbers from 1-10.

MD.1-Measure the length of an object.

MD.2-Compare weight of two objects.

NBT.1-Identify a teen number.-Represent a number with tens and ones.

CC.1-Count out loud by tens to 100.


CC.7-Compare two numbers between 1 and 10.

NBT.1-Use a ten frame to show teens.

OA.1-Add using two dice.

MD.3-Sort objects by attributes (color, shape, size).

CC.1-Count 1-60.-Find the tens on a number grid.

CC.3-Write my numbers 1-20.-Show the number of objects to represent a numeral.-Represent a number of objects with a written numeral.

CC.4a-Count tally marks.-Say the number that is one (larger, greater, more) than a given number.

G.3-Use real solid shapes to replace pictures.-Understand that shapes can be two or three dimensional.

G.4 – Describe shapes by sides and corners.

OA.2 – Solve an addition problem using a picture.-Solve a subtraction problem using a picture.-Solve an addition problem with dice.

OA.4 – Find the missing number.

G.5 –make a 2 dimensional shape.-make a 3 dimensional shape.

CC.1-Count 1 to 80 by ones.


NBT.1-Write an equation using tens and ones to represent a teen number.-Make a double digit number with craft sticks.

CC.1 – Cont 1 to 100 by ones and tens.

OA.3 – Show a fact family for a number less than 10.

OA.4 – Use 2 groups of objects to show 10.-Find the missing number in an addition problem.

OA.5 – Fluently add and subtract within 5.

G.6 – Compose a larger shape using two smaller shapes.

IA#1 Week of Sept. 17Data to Amy 9/20


IA#2 Week of Oct. 29Data to Amy 11/2


IA#3 Week of Dec. 10 or 17Data to Amy 12/19

Data Analysis 1/2 PD

IA#4 Week of Feb. 11Amy Feb.2/14


IA#5 Week of March 25Data to Amy April 9

Data Analysis…school decision

Grades K-2: IA #6Consider state assessment and MAP & give test as it fits best.

Kindergarten Science PacingLearning Chunk #1

(Aug.-mid Sept.)Learning Chunk #2(mid. Sept - early Nov.)

Learning Chunk #3early Nov.-W. break

Sci

ence

Weather & Climate**On-going through daily calendar - ESS2.D – Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.

**On-going through Routines/Procedures (Tornado Drills) -ESS3.B – Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events.

Interdependent Relationships in Ecosystems: Animals , Plants, & Their EnvironmentThroughout Unit 2:ESS2.E – Plants and animals can change their environment.ETS1.A – asking questions, making observations, and gathering information are helpful in thinking about problems.

Animal Babies and Grasslands:LS1.C All animals need food in order to live and grow. They obtain their food from plants or from other animals.

A Bed for Winter: LS1.C All animals need food in order to live and grow. They obtain their food from plants or from other animals.

Whose Garden Is It? Jack and the Beanstalk:ESS.3A – Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.LS1.C Plants need water and light to live and grow.

Interdependent Relationships in Ecosystems: Animals , Plants, & Their EnvironmentLittle Panda: LS1.C - All animals need food in order to live and grow. They obtain their food from plants or from other animals.ESS.3A – Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.

Seeds (old version):LS1.C Plants need water and light to live and grow.

During the 2013-14 school year, assessments will be created. These assessments may/may not be paper pencil but will probably more of a hand-on experience. Science assessments will be conducted at the end of the unit. Instructional units are being added to CIITS.

Kindergarten Science PacingLearning Chunk #4

Jan.-mid Feb.Learning Chunk #5

mid Feb. – Sp. BreakLearning Chunk #6Spring Break- end

Interdependent Relationships in Ecosystems: Animals , Plants, & Their EnvironmentOne Little Mouse:ESS2.E – Plants and animals can change their environment.

Weather & ClimateIf You Could Go To Antarctica:ESS2.D - Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.ESS.3A – Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.ESS.3C – Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.

Forces and Interactions: Pushes & PullsThroughout Unit 5:PS2.A -Pushes and pulls can have different strengths and directions-Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. PS2.B - When objects touch or collide, they push on one another and can change motion.PS3.C – A bigger push or pull makes things go faster.

Engineering DesignETS1.B – Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people.

Weather & ClimateMay Day, May Day: ESS3.B – Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events.

Throughout Unit 6: ( Engineering Design)ETS1.B – Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people.

Interdependent Relationships in Ecosystems: Animals , Plants, & Their EnvironmentHomes Around the World:ESS.3A – (Humans) Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.

Building with Dad:ESS3.C - Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.

Building Beavers: (Older version of SF)ESS.3A – (Animals) Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.

During the 2013-14 school year, assessments will be created. These assessments may/may not be paper pencil but will probably more of a hand-on experience. Science assessments will be conducted at the end of the unit.

Kindergarten Social Studies PacingIn January, a revision-and-writing team was formed with the initial convening to happen this month. The national framework draft will drive the revision/writing process. This work will be done through July 2013. A review-and-comment period is planned for August/September 2013, with final standards presented to the Kentucky Board of Education in October. Full implementation of the new social studies standards will occur in the 2014-15 academic year

Start of School – Fall Break

Fall Break- Winter Break Winter Break-Spring Beak Spring Break-End of School

Cultures & Societies (All About Me)

I can describe the traditions, languages, and skills of people in my family.

I can make a timeline using events from my own life.

I can identify and explain ways to deal with conflict. (cooperation, compromise)

I can identify and describe ways people learn about the past (pictures, diaries, letters, stories, videos, family mementoes, artifacts, etc…)

Exploration

I can identify/describe ways people learn about the past (pictures, diaries, letters, stories, videos, family mementoes, artifacts, etc...)

I can tell (in pictures or words) the beginning, middle, and end of a historical event/story.

I can tell the difference between past and present events.

I can identify and give examples of what early explorers did in the past and how that connects to the present.

I can locate and describe places that help people meet their basic needs

I can identify/ explain cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts) related to Thanksgiving

Economics

I can tell if something is a want or a need.

I can give examples of ways to get wants and needs satisfied.

I can list some examples of scarcity. I can suggest ways people decide

what to buy and what not to buy. I can explain the role of money in

everyday life. I can describe a situation in which

people voluntarily trade (or exchange) (examples…. trading at lunch, trading seats, exchanging books at the library, trading places in line)

Kentucky

I can identify and name five or more different kinds of transportation.

I can give examples of how transportation has changed over time.

I can sort and classify different kinds of transportation according to given characteristics (similarities, differences, location of transportation, etc…)

I can describe ways in which people change (cut down trees, build roads, build bridges) and adapt to the environment to be able to move and settle in the modern world.

Government and Civics:

I can identify home and class rules and who is responsible for making sure those rules are followed.

I can identify and explain the reasons for rules in the classroom

I can give examples of what life would be like without rules.

I can explain the consequences for breaking classroom rules.

I can illustrate and describe situations in which I showed individual responsibility.

I can explain and give examples of good citizenship at home/school.

Woodland Indians- how the E.Woodland Indians are like me and different from me.

Location: Atlantic Ocean to Mississippi River to Gulf of Mexico to Great Lakes

Landforms: forests, lakes, valley, hill, mtn Natural Resources: plants, forest for wood,

shelters & fire: rich soil; animals like deer, rabbits, bear, birds; freshwater rivers & lakes with fish; ocean- seafood.

Culture: longhouses made of wood ; hunted & farmed; clan mothers chose chiefs; wampum beads used to barter/trade for goods

Geography….on next page

Social St. -2nd chunk cont…

Geography

I can tell the difference between a map and a globe.

I can create simple maps to identify the relative location of places in the home or classroom.

I can identify regions in the classroom and why they are in this location.

I can use positional words to identify familiar items/places in the classroom

I can name examples of technology at home and in the classroom and tell how it helps us move, settle, and/or interact.

I can read and interpret simple maps. I can identify continents and oceans and

locate both on a map or globe. I can describe places on earth by their

physical and human features.

Kindergarten Financial Literacy PacingIn March 2013, a group of teachers worked together to create the following pacing for financial literacy. National standards are listed here, but a more detailed description showing both national standards and Ky core content is located on district teacher share. Once a month, primary teachers will use a read-aloud to provide instruction in consumerism. There’s a document with suggested literature and lessons also on district teacher share.

September

Financial Responsibility and Decision Making

Knowledge Statement: People make choices because they have limited financial resources and cannot have everything they want.

Standard 1: Take responsibility for personal financial decisionsStandard 4: Make financial decisions by systematically considering alternatives and consequences.

October

Income and Careers- Elementary counselors explore careers with students during guidance lessons.

Knowledge Statement(s): Workers can improve their ability to earn income by gaining new knowledge, skills, and experiences.Entrepreneurs, who work for themselves by starting new businesses, hope to earn a profit, but accept the risk of a loss.

Standard 1: Explore career options.Standards 3: Describe factors affecting take-home pay.

November

Planning and Money Management

Knowledge Statement: People pay for goods and services in different ways.

Standard 1: Develop a plan for spending and saving.

December

Planning and Money Management

Knowledge Statement: A budget is a plan for using income productively, including spending, sharing, and setting money aside for future expenses.

Standard 3: Describe how to use different payment methods.

January

Credit & Debt

Knowledge Statement: Responsible borrowers repay as promised, showing that they are worthy of getting credit in the future.

Standard 2: Explain the purpose of a credit record and identify borrowers’ credit report rights

February

Risk Management and Insurance

Knowledge Statement: Risk is a part of daily life. Standard 1: Identify common types of risks and basic risk management methods.

March

Saving and Investing

Knowledge Statement: Every saving decision has an opportunity cost. Standard 1: Discuss how saving contributes to financial well-being.

April

Financial Responsibility and Decision Making

Knowledge Statement: People make choices because they have limited financial resources and cannot have everything they want.

Standard 4: Make financial decisions by systematically considering alternatives and consequences

Kindergarten A/H PacingA public review of the comprehensive draft PreK-12 standards, including model cornerstone assessments, will begin in January 2014. The current project timeline includes a release date of March 2014, for the complete and finished standards. The Kentucky Board of Education would then consider adoption.

Kindergarten Visual Arts(sample draft created summer 2010)

The length and frequency of visual arts instruction varies from school to school. Therefore, students across the district will be assessed at slightly different times during the school year. Also, while the same basic skills will be taught regardless of the location, some locations could apply skills and concepts in greater/fewer completed art projects. Schools will determine the order and pacing in order allow for flexible integration of the content.

Elements of Art I can…ColorColor Schemes/ GroupsValue

Name the 3 primary colors that are used to make lots of other colors. (Primary- red, blue,yellow

ShapeForm

Name a circle, square, triangle, and rectangle.

Line Use straight and curved lines to make a picture.

Texture Feel an object and describe its texture (rough, smooth, hard, soft)

Space Identify what is in the background and foreground of a piece of art. This means I can tell what I notice first and what is noticed later.

Media & Processes Use elements of art to create a landscape, portrait, and/or still life.

Use different processes to create works of art. Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping), collageThree-dimensional - pottery, sculpture, fiber art (e.g., constructing with fiber, weaving, quilting)

Exploration of art will include a look at art from diverse cultures and time periods.

K-1 Drama (sample draft created summer 2010)

The length and frequency of visual arts instruction varies from school to school. Therefore, students across the district will be assessed at slightly different times during the school year. Also, while the same basic skills will be taught regardless of the location, some locations could apply skills and concepts in greater/fewer completed art projects. Media specialists will incorporate drama into their curriculum. Schools will determine the order and pacing in order allow for flexible integration of the content. Drama will be also be incorporated into reading and other content when possible. Reading and Writing ScriptsStudents will make and write plays.

I can listen to and tell familiar stories with include the beginning and end and the main characters.

ActingStudents will portray characters in formal presentations and improvisations.

I can imitate common sounds. I can act out poems and songs. I can act out action in a story.

Directing (Technical Theater)Students will design and build environments for classroom dramatizations.

I can use materials to create a puppet character. I can add drawings or other visuals to go with my character that will help make

my ideas and feelings clear to others. (new standards for listening & speaking #5)

Analyze & Respond Students will analyze and explain personal preferences

Comparing & ConnectingStudents will compare and connect different forms of art. (plays, theatre, film, television, electronic media) and relate them to daily life, past and present..

Exploration of art drama will include a look at art from diverse cultures and time periods.

Music Pacing Learning Chunks for Special Areas are similar to but do not exactly match other content areas since actual minutes of instruction with students may vary from school to school.

Grade level, skill specific pacing is saved on district teacher share in a separate folder for music within the elementary curriculum - 2013-14 pacing folder.).

Learning Chunk #1 Learning Chunk #2 Learning Chunk #3 Learning Chunk #4 Learning Chunk #5 Learning Chunk #6

Beat Rhythm tempo

melody harmony

Native American songs Performance AH-___-4.1.5

Instrument families Colonial/ Appalachian/

African-American music

Dynamics Form Music Styles Colonial/ Appalachian/

African-American music

Performance AH-___-4.1.5

Physical Education PacingGrade level, skill specific pacing is saved on district teacher share in a separate folder fo r PE within the elementary curriculum - 2013-14 pacing folder.).

Learning Chunk 1 Learning Chunk 2 Learning Chunk 3 Learning Chunk 4 Learning Chunk 5 Learning Chunk 6

Students will demonstrate basic psychomotor skills (locomotor and nonlocomotor)

Students will demonstrate Lifetime Physical Wellness Skills

(rules of game, rules of play, practice, fitness, benefits, sportsmanship)





Students will demonstrate psychomotor skills related to DANCE.



Students will demonstrate psychomotor skills in soccer

Students will demonstrate psychomotor skills related to soccer

Students will demonstrate psychomotor skills related to basketball

Students will demonstrate psychomotor skills related to volleyball

Students will demonstrate psychomotor skills related to kickball

Students will demonstrate psychomotor skills in football

Students will demonstrate psychomotor skills related to football

Students will demonstrate psychomotor skills related to handball

Students will demonstrate psychomotor skills related to racket sports

…will probably be moved to chunk 6 if more time is required to adequately teach DANCE.

Students will demonstrate psychomotor skills related to baseball/softball/wiffle ball

**In locations where equipment is available, intermediate students will be introduced to psychomotor skills related to archery,

Students will demonstrate psychomotor skills related to jump rope

Kindergarten Grade Library Pacing(This is saved on district teacher share in a separate folder for library within the elementary curriculum - 2013-14 pacing folder.)

Start of School – Fall Break Fall Break- Winter Break Winter Break-Spring Beak Spring Break-End of School

Book Care Selecting BooksMake believe v.s. trueBeginning, Middle , End

Fiction Character, settingBeginning, middle endSeasonal books

Caldecott AwardKY Bluegrass Award

Mother GooseRhyming

K.RI.5 K.RF.1 aK.RI.6 K.RL.6Book Selection IL.4.1 Book Care IL.7.2

K.RL.1 K.RL.2 K.RL.3K.RL.4 K.RL.7 K.RL.9Book Selection IL.4.1 Book Care IL.7.2

K.RI.1 K.RI.2 K.RI.3K.RI.4 K.RI.7 K.RI.8K.RI.9 Book Selection IL.4.1 Book Care IL.7.2

K.RL.5K.RF.2aBook Selection IL.4.1 Book Care IL.7.2

Learning Targets

I can take good care of my library books and return them on time.

I can pick a book that is just right for me.

I can use search tools on a computer. I can use hyperlinks to find more

information. I can explain my point of view. I can distinguish between my point of

view and information in a nonfiction book

Learning Targets

I can take good care of my library books and return them on time.I can pick a book that is just right for me.

I can ask and answer questions about a story.

I can describe characters in a story. I can determine the lesson, or moral, of a story, using details.

I can explain why the illustrations are important to a story.

I can compare and contrast themes, settings, and plot within a series of books.

Learning Targets


I can pick a book that is just right for me. I can ask and answer questions about

important things that happen in a true book, with help.

I can tell what the most important part of a true book is, with help.

I can retell important details of a true book, with help.

I can tell how two people, things, ideas, or information in a true book go together, with help.

I can ask and answer questions about words I don’t know in a true book, with help.

I can tell how the pictures in a true book go along with the words, with help.

I can tell how the pictures in a true book go along with the words, with help.

I can tell what is the same and different about two books about the same thing

Learning Targets


I can pick a book that is just right for me.

I can find the front cover, back cover, and title page of a book.

I can know when I hear or see words that rhyme.

I can tell words that rhyme with each other.

Meade County Counselors’ PL/CS Curriculum- D-R-A-F-T (10/26/2012)This is a general view of content that counselors address. The length and frequency of counseling varies from school to school. Therefore, the depth at which a counselor covers each these standards may vary from school to school. This content will be reinforced in the classroom. More detailed information is saved in a separate folder for counselors within the elem. curriculum-2013-2014 pacing folder.

1st Semester 2nd Semester

Topi

cs

Bullying/ Harassment Conflict resolution Drug and alcohol awareness Decision making skills Character Ed.- (Imbedded in school-wide behavior expectations)

Career Education (career awareness, exploration, & planning; employability skills- 14 career clusters)

6th grade ILPs Character Ed.- (Imbedded in school-wide behavior expectations)

meade county’s kindergarten...

Documents