McDowell County Kindergarten Language Arts Integration Plan

Developed August 6, 2009 by Kindergarten Teachers

1st Six Weeks:

Thematic Unit Suggestions: Welcome to School, All About Me, Colors and Shapes, Nursery Rhymes, Apples, Fall, Leaves, Five Senses

Language and Writing

 Book and print awareness. Identify parts of the book (1.01).

 Introduce initial sounds and letters (1.02).

 Recognize name, some letters, environmental print, beginning consonants, one-syllable words (1.03).

 Be able to hold pencil correctly, crayons, and scissors (1.03).

 Children choose self-selected texts daily for personal enjoyment (1.05).

 Introduce Nursery Rhymes. Children join in with poems, songs, chants, and rhymes (2.02).

 Predict possible events in text before and during reading (2.05).

 Understand and follow oral/ graphic directions (2.06).

 Listening to and revisiting stories. Use letters and sounds to write, trace, scribble, copy (3.04).

 Draw pictures, illustrate, act out and talk about stories (3.04).

 Learn to follow teacher directions and listen to others speaking. Raise hands and ask questions (4.04).

 Learn direction of print (4.05).

Vocabulary

As used in adopted Reading Street program:

First, second, third, fourth, fifth, sixth, repair, leak, steep, ladder, puddles, shed, platypus, around, lost, found, market, groceries, bakery, post office, fire station, library, park, chaperone, granddaddy, sharing, protect, crate, scary, sneaked, scooping, swooshing, squelching, gobbling, spinning, rumbling

High frequency words

I, am, the, little, a, to Science

 Discuss weather, seasons, awareness of months, and introduce basic graphing (2.01).

 Observe and report daily weather changes throughout the year (2.01).

 Learn to see how animals, people, and things are alike and different (1.01).

 Use appropriate vocabulary associated with properties, such as… color, size, shape, and texture (3.02).

 Describe how objects look, feel, smell, taste and sound using their own senses (3.03).

 Use scissors, pencils, and crayons (4.02).

Social Studies

 Investigate similarities and differences and recognize that each individual is unique and valued (1.01).

 Discuss citizenship traits and reasons for following class rules (2.01).

 Rules and laws (2.03).

 Analyze classroom problems and suggest solutions (2.04).

 Observe and summarize changes within communities (3.03).

 Recognize changes in the classroom and school environment (3.04).

Healthful Living

 Bus safety and car safety (objectives 2.03, 2.05, 2.07).

 Instruct proper hand washing techniques (2.01).

 Recognize that each individual is unique and valued (3.02).

 Demonstrate the ability to share objects and time (3.01).

 Expectations for class, hall, and school (1.02).

Kindergarten

2nd Six Weeks: Thematic Unit Suggestions: Community Helpers, Fire Safety, Spiders, Bats, Halloween, Apples, Pumpkins, Families, Election/ Voting symbols, Veteran’s Day, Thanksgiving

Continue with 1st six weeks and add:

Language and Writing

 Identify and produce rhyming words in response to an oral prompt such as…fat/cat, pig/wig (1.02).

 Recognize and name upper and lower case letters of the alphabet (1.03).

 Copy words posted and commonly used words in the classroom such as environmental print and word wall words (1.03).

 Formulate questions that a text might answer before beginning to read (2.04).

 Distinguish between real and fantasy such as… Halloween, fairy tales, etc (2.08).

 Connect information and events in text to experience (3.01).

 Write left to right and top to bottom (4.05).

 Print first name with lower or upper case and a few other letters with assistance (4.05).

 Begin to write most letters of the alphabet (5.01).

 Write using temporary spelling with no assistance; write using mostly consonants (5.01).

 Begin to introduce capital letters when writing I and first letter in own name. Recognize difference between letters, words, and numbers (5.02).

Vocabulary

As used in adopted Reading Street program:

Ocean, world, crab, shell, fish, seaweed, armadillo, burrow, tortoise, rattle snake, grubs, insects, calf, grassland, cub, pup, joey, foal, sleep, winter, cave, woods, storm, blustery, meadow, nest, stump, tree trunk, hive, den, garden, gardener, plant, seed, soil, blossoms

High Frequency Words

Have, is, we, my, like, he, for

Science  The learner will observe the similarities and differences between animals including structure, growth, changes, and movement (1.01).

 Observe the similarities of humans to animals including basic needs, growth and change, and movement (1.05).

 Observe and report daily weather changes throughout the year (2.01).

 Observe and determine the effects of weather on human activities, such as… Smokey the Bear and fire safety (2.04).

 Observe, measure, build, and show understanding of properties of common objects such as pumpkins, apples, and leaves (3.01).

 Describe how objects look, feel, smell, taste and sound using their own senses (3.03).

 Observe that objects can be described and sorted by their properties (3.04).

Social Studies

 Identify where groups belong (1.02).

 Recognize diverse groups (1.04).

 Participate in voting activities such as Election Day (2.02).

 Identify secular and religious symbols as used for special days. Examples would include but are not limited to, Election Day, American Symbols, Veteran’s Day, and Thanksgiving. (4.02).

 Be able to express reasons for observing secular and religious holidays (4.03).

 Create and interpret simple maps. Examples would include but are not limited to, Johnny Appleseed, Pilgrims, Migration, and Columbus. (5.02)

Healthful Living

 Recognize that each individual is unique and valued (3.02).

 Demonstrate the ability to share objects and time (3.01).

 Expectations for class, hall, and school (1.02).

 Bus safety and car safety (objectives 2.03, 2.05, 2.07).

 Instruct proper hand washing techniques (2.01).

 Demonstrate how to get help in an emergency (2.06).  Demonstrate appropriate responses to warning signs, sounds, and labels (2.07).

 Demonstrate rolling movements (6.04).

Kindergarten

3rd Six Weeks:

Thematic Unit Suggestions: Christmas Around the World, The Gingerbread Man, Family Traditions, Mittens, Winter, Martin Luther King Jr., Snow, Polar Animals, Penguins, Bears, and Hibernation

Continue with 1st-2nd six weeks and add:

Language and Writing

 Recognize most beginning consonant letter sound associations in one-syllable words (1.03).

 Demonstrate decoding and word recognition skills (1.03).

 Recognize some words by sight including a few common words (1.03).

 Attempts to read. Reads a simple patterned text , decodable text, and/ or predictable text using letter/ sound knowledge and pictures to construct meaning.(1.04)

 Can tell the beginning, middle, and end of a story (2.01).

 Demonstrate familiarity with a variety of texts of types of books, picture books, caption books, word play, and reenactments (2.02).

 Identify the sequence of events in a story (2.09).

 Use action words in oral retelling, journal entries, and written texts (4.02).

 Use describing words such as size, color, and location in oral retelling, journal entries, and written stories (4.03).

 Write first and last name (5.01).

Vocabulary

As used in adopted Reading Street program:

Weigh, measure, healthy, bamboo, curious, explore, duckling, pond, paddle, plunged, proud, brave, twins, newborn, crawl, walk, children, babies, goose, gosling, caterpillar, butterfly, reflection, cocoon, seeds, pod, roots, stem, pit, sprouts, chameleon, jungle, pattern, skin, hide, scampered

High Frequency Words Me, with, she, see, look, they, you, of

Science

 The learner will observe the similarities and differences between animals including structure, growth, changes, and movement (1.01).

 Observe how animals interact with their surroundings (1.02).

 Observe the behaviors of several common animals (1.03).

 Demonstrate caring for a variety of animals (1.04).

 Observe the similarities of humans to animals including basic needs, growth and change, and movement (1.05).

 Observe and report daily weather changes throughout the year (2.01).

 The learner will identify different weather features including temperature (2.02).

 Identify different types of precipitation (2.03).

 Observe and determine the effects of weather on human activities (2.04).

Social Studies

 The learner will recognize that families and groups have similarities and differences (1.04).

 Observe and describe how individuals and families grow and change (3.01).

 Evaluate how the lives of individuals of the past are different from what they are today (3.02).

 Explore how families express their cultures through celebrations, rituals, and traditions (4.01).

 Identify religious and secular symbols associated with famous people, holidays, and special days of diverse cultures (4.02).

 State reasons for observing special, religious, and secular holidays of diverse cultures (4.03).

 Recognize and explain seasonal changes of the environment (5.04).

Healthful Living

 Recognize that each individual is unique and valued (3.02).

 Demonstrate the ability to share objects and time (3.01).  Accepting and acting on personal responsibility (1.02).

 Bus safety and car safety (objectives 2.03, 2.05, 2.07).

 Instruct proper hand washing techniques (2.01).

Kindergarten

4th Six Weeks:

Thematic Unit Suggestions: Groundhogs, Hibernation, Bears, 100 Days of School, Manners, Valentine’s Day, Healthy Heart, President’s Day, American Symbols, Black History Month, Dental Health, etc.

Continue with 1st-3rd six weeks and add:

Language and Writing

 Demonstrate an understanding of directionality and voice print match by following print word for word when listening to familiar text read aloud (1.01).

 Demonstrate an understanding of letters, words, sentence, and story (1.01).

 Identify the title, name of the author, and name of the illustrator (1.01).

 Demonstrate understanding that spoken language is a sequence of identifiable speech sounds (1.02).

 Demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word (1.02).

 Read or attempts to read own dictated story (1.04).

 Use preparation strategies to activate prior knowledge and experience before and during the reading of a text (2.03).

 Demonstrate understanding of literary language and other vocabulary specific to genre (2.07).

 Discuss concepts and information in a text to clarify and extend knowledge (3.02).

 Associate target words with prior knowledge and explore an author’s choice of words (3.03).

 Use speaking and listening skills and media to connect experiences in text and explore relationships (3.04).

 Use new vocabulary in speech and writing (4.01).

 Use a variety of sentence patterns such as interrogative requests and sentence fragments that convey emotion (4.05).

 Write some words when dictated (4.05).  Write and/ or participate in writing behaviors by using author’s models of language (4.06).

 Develop spelling strategies by analyzing sounds in a word and writing dominant consonant letters (5.01).

 Use legible manuscript handwriting (5.03).

Vocabulary

As used in adopted Reading Street program:

Chores, tidy, bustle, race, story, hungry, piglet, fox, lucky, filthy, cook, scrubber, woodland, nest, vale, hollow, comfortable, shadows, bears, porridge, cottage, big, middle-sized, small, Antarctica, continent, icebergs, penguins, seals, whales, Abuela, adventure, flock, city, airport, harbor,

High Frequency Words

Are, that, do, one, two, three, four, five, here, go, from

Science

 The learner will observe the similarities and differences between animals including structure, growth, changes, and movement (1.01).

 Observe how animals interact with their surroundings (1.02).

 Observe the behaviors of several common animals (1.03).

 Demonstrate caring for a variety of animals (1.04).

 Observe the similarities of humans to animals including basic needs, growth and change, and movement (1.05).

 Use common tools to measure weather (2.05).

 Observe and describe how a variety of tools are useful and practice measuring with them ie…paper clips (4.02).

 Use nonstandard units of measure to describe and compare objects (4.03).

 Demonstrate the use of standard units of measure and compare nonstandard units of measure (4.04).

 Demonstrate that standard units of measure produce more consistent results than nonstandard units, allowing information to be shared (4.05). Social Studies

 Explore how families express their cultures through celebrations, rituals, and traditions (4.01).

 Identify religious and secular symbols associated with famous people, holidays, and special days of diverse cultures (4.02).

 State reasons for observing special, religious, and secular holidays of diverse cultures (4.03).

 Give examples of how money is used within the communities, such as spending and savings (6.04).

Healthful Living

 Recognize that each individual is unique and valued (3.02).

 Demonstrate the ability to share objects and time (3.01).

 Expectations for class, hall, and school (1.02).

 Bus safety and car safety (objectives 2.03, 2.05, 2.07).

 Instruct proper hand washing techniques (2.01).

 Demonstrate proper technique for brushing teeth and summarize reasons for not sharing toothbrush (2.02).

 Identify foods and beverages that are healthy for teeth and bones (4.03).

Kindergarten

5th Six Weeks:

Thematic Unit Suggestions: Dr. Suess’ Birthday, Severe Weather Awareness, Rainbow, Nutrition Month, Spring, St. Patrick’s Day, Farm Animals (Mrs. Wishy-Washy), Easter, Peter Rabbit, Birds, Insects, Seeds, Plants, Gardens

Continue with 1st-4th six weeks and add:

Language and Writing

 Demonstrate an understanding of directionality and voice print match by following print word for word when listening to familiar text read aloud (1.01).

 Demonstrate an understanding of letters, words, sentence, and story (1.01).

 Identify the title, name of the author, and name of the illustrator (1.01).  Demonstrate understanding that spoken language is a sequence of identifiable speech sounds (1.02).

 Demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word (1.02).

 Read or attempts to read own dictated story (1.04).

 Use preparation strategies to activate prior knowledge and experience before and during the reading of a text (2.03).

 Demonstrate understanding of literary language and other vocabulary specific to genre (2.07).

 Discuss concepts and information in a text to clarify and extend knowledge (3.02).

 Associate target words with prior knowledge and explore an author’s choice of words (3.03).

 Use speaking and listening skills and media to connect experiences in text and explore relationships (3.04).

 Use new vocabulary in speech and writing (4.01).

 Use a variety of sentence patterns such as interrogative requests and sentence fragments that convey emotion (4.05).

 Write some words when dictated (4.05).

 Write and/ or participate in writing behaviors by using author’s models of language (4.06).

 Develop spelling strategies by analyzing sounds in a word and writing dominant consonant letters (5.01).

 Use legible manuscript handwriting (5.03).

Vocabulary

As used in adopted Reading Street program: plane, jet way, subway, tunnel, ferryboat, sidecar, rescue, pilot, yacht, sailor, mechanic, shimmering, messenger, delivery, radios, pickup, escalator, eyeshades, engine, tracks, passenger, roundhouse, mountain, valley, travel, kayak, llama, dogsled, submarine, double-decker bus, cable car, trolley, horse-and-buggy, skis, Metro line, vaporetto

High Frequency Words

Yellow, blue, green, what, said, was, where, come Science

 Observe and report daily weather changes throughout the year (2.01).

 The learner will identify different weather features including temperature (2.02).

 Identify different types of precipitation (2.03).

 Observe and determine the effects of weather on human activities (2.04).

Social Studies

 Explore how families express their cultures through celebrations, rituals, and traditions (4.01).

 Identify religious and secular symbols associated with famous people, holidays, and special days of diverse cultures (4.02).

 State reasons for observing special, religious, and secular holidays of diverse cultures (4.03).

 Identify different types of media and forms of communication (7.01).

 Explore modes of transportation at home and around the world (7.02).

Healthful Living

 Recognize that each individual is unique and valued (3.02).

 Demonstrate the ability to share objects and time (3.01).

 Expectations for class, hall, and school (1.02).

 Bus safety and car safety (objectives 2.03, 2.05, 2.07).

 Instruct proper hand washing techniques (2.01)

 Recognize the categories of My Pyramid (4.01).

 Explore a variety of foods and beverages for good health, including unfamiliar and culturally diverse foods (4.02).

 Identify foods and beverages that are healthy for teeth and bones (4.03).

 Associate common foods with their origins (4.04).  Demonstrate the ability to select a healthy breakfast and lunch with a variety of whole grains, vegetables, fruits, and low fat dairy products (4.05).

Kindergarten

6th Six Weeks:

Thematic Unit Suggestions: Mother’s Day, Ocean Animals, Circus, Father’s Day, and Summer celebrations

Continue with 1st-5th six weeks and add:

Language and Writing

 Demonstrate an understanding of directionality and voice print match by following print word for word when listening to familiar text read aloud (1.01).

 Demonstrate an understanding of letters, words, sentence, and story (1.01).

 Identify the title, name of the author, and name of the illustrator (1.01).

 Demonstrate understanding that spoken language is a sequence of identifiable speech sounds (1.02).

 Demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word (1.02).

 Read or attempts to read own dictated story (1.04).

 Use preparation strategies to activate prior knowledge and experience before and during the reading of a text (2.03).

 Demonstrate understanding of literary language and other vocabulary specific to genre (2.07).

 Discuss concepts and information in a text to clarify and extend knowledge (3.02).

 Associate target words with prior knowledge and explore an author’s choice of words (3.03).

 Use speaking and listening skills and media to connect experiences in text and explore relationships (3.04).

 Use new vocabulary in speech and writing (4.01).

 Use a variety of sentence patterns such as interrogative requests and sentence fragments that convey emotion (4.05).

 Write some words when dictated (4.05).

 Write and/ or participate in writing behaviors by using author’s models of language (4.06).  Develop spelling strategies by analyzing sounds in a word and writing dominant consonant letters (5.01).

 Use legible manuscript handwriting (5.03).

Vocabulary

As used in adopted Reading Street program:

Home, roof, tools, apartment, city, country, saw, drill, hammer, screwdriver, file, chisel, beaver, lodge, paddle, river, stream, lake, engineer, construction, foreman, hard hat, beacons, street sweeper, architect, electricians, plumbers, painters, landscapers, movers, predators, prey, shelter, shields, colony, bark

High Frequency Words

Review all: are, they, like, to, have, a, is, what, you, look, the, see, little, here, for, where, with, said, go, do, me, was, come, three, of, my, we, she, he, from, blue, little, one, this, I

Science

 The learner will observe the similarities and differences between animals including structure, growth, changes, and movement (1.01).

 Observe how animals interact with their surroundings (1.02).

 Observe the behaviors of several common animals (1.03).

 Demonstrate caring for a variety of animals (1.04).

 Observe the similarities of humans to animals including basic needs, growth and change, and movement (1.05).

 Identify some common objects and organisms that are considered to be natural resources in our world (3.05).

 Observe and describe how a variety of tools are useful and practice measuring with them ie…paper clips (4.02).

Social Studies

 Describe how tools can be used to make comparisons (4.01).  Locate and describe familiar places in the home, school, and other environments (5.01).

 Describe the functions of places in the home, school, and other environments (5.03).

 Identify and state how natural and human resources are used within the community (5.05).

 Distinguish between wants and needs (6.01).

 Examine the concept of scarcity and how it influences the economy (6.02)

 Identify examples of how families and communities work together to meet their basic needs and wants (6.03).

 Explore goods and services provided in communities (6.05).

Healthful Living

 Recognize that each individual is unique and valued (3.02).

 Demonstrate the ability to share objects and time (3.01).

 Expectations for class, hall, and school (1.02).

 Bus safety and car safety (objectives 2.03, 2.05, 2.07).

 Instruct proper hand washing techniques (2.01).

Resources:

Language Sources: Scott Foresman Reading Street, Letterland, SMILE, Sounds Abound and other language programs as provided.

Vocabulary Resources: Reading Street, Letterland, SMILE, Sounds Abound, Seasonal vocabulary as used in thematic units

Internet Resources: Included but not limited to, www.kbumreading.com www.learnnc.org www.kinderkorner.com, www.thevirtualvine.com, www.starfall.com, www.jc-schools.net/ppts-la.html, jog the web, Tux Paint, www.letterland.com, www.jeanmeacham.com

Science Sources: FOSS Science kits, Reading Street lesson ideas, Lesson ideas as used in thematic units,

ECOVAN

Social Studies: Reading Street lesson ideas, Lesson ideas as used in thematic units

What will your child learn this year in kindergarten?

Language Arts

 Read appropriate level books  Read the kindergarten sight words: we, up, to, she, so, the, see, no, yes, look, they, that, my, me, like, it, is, I, in, he, go, do, you, of, here, can, am, and, an, at, a, have, for, with, are, from,

mom, dad, love, what, said, where, was, come, one, two, three, four, five, yellow, blue, green, red, orange, pink, black, brown, white, purple

 Know all upper case and lower case letters and text a & g  Know letter sounds and how to use the sounds in words  Recognize and hear beginning and ending sounds in words  Understand and reproduce rhyming words  Know parts of a story (character, setting, main idea, plot), title, author, and illustrator

 Understand the direction in which you read (left to right, top to bottom)  Understand the difference between letters and words  Be able to point to words as they are being read  Recognize purpose of punctuation and use it correctly  Comprehend what is being read and heard

Writing

 Write left to right and top to bottom  Write and/or copy simple words and simple sentences  Write at least three complete sentences  Writes or attempts to write correctly  Use capital letters correctly

Science

 Observe how animals grow, live, and interact in their environment  Tell how animals and humans are alike and different  Watch and describe weather, explain weather changes, and use common weather tools (ie. thermometer, rain gauge, weather vane)  Observe and describe objects  Use the 5 senses (see, hear, smell, taste, and touch)  Sort objects  Identify natural resources in our world  Observe and compare objects using tools  Use tools to measure  Discuss standard and non-standard measurement (ie. using a ruler versus paper clips to measure something)

Social Studies

 Understand how individuals are alike, different, and special  Understand how families are alike and different  Show good citizenship such as respect, responsibility, and honesty in the classroom, school, and community  Understand the process of voting  Understand why we have rules and laws  Follow rules, laws of classroom, school and community  Participate in problem solving activities  Be able to describe how individuals and families grow and change  Tell how families of the past and present are alike and different  Learn about a variety of family celebrations, traditions, and holidays  Become familiar with places in home, school, community, and tell how they are alike and different  Make and read a simple map of home, school, and community  Identify seasons and their changes  Understand the difference between wants and needs, and be able to express how families and communities work together to meet their wants and needs  Learn about community helpers  Familiarize self with different types of communication (computers, cell phones and emails, etc…)  Learn about transportation  Be aware of the basic parts of the computer and how it works