English Language Arts (Common Core)
The expectations are organized into the strands of Reading, Writing, Speaking/Listening, and Language.
The Reading standards establish a staircase of increasing complexity in what students must be able to read and comprehend in order to meet the demands of college and career level texts.
The Writing standards promote writing throughout the grade levels by fostering the ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence.
The Speaking and Listening standards require that students be able to gain, evaluate, and present increasingly complex information, ideas, and evidence.
The Language standards include vocabulary and convention standards. Although Language standards are identified in a separate strand, they should not be taught, learned, and implemented in isolation but should be used and developed throughout reading, writing, speaking, and listening.
Math (Common Core)
In Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, and operating on whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.
The focus for kindergarten students is on using the five senses to make observations of events in both indoor and outdoor settings that make up their world. The observations that students make provide evidence and data on which to base their scientific explanations.
Students will cover the following topics: similarities and differences in animals, weather, the properties of common objects, use tools and measurements to describe their world.
Students begin a global approach to social studies with a study of themselves, their families and other families around the world. They learn how individuals and families grow and change and compare how they are alike and different. Students approach the understanding of self and family while developing and defining concepts about themselves and the family structure. They acquire the concept that all families worldwide have basic common needs, yet meet these needs in a variety of ways. Goals in kindergarten focus on students developing positive attitudes about themselves, their families and families of diverse cultures.
Students will cover the following topics: parts of the computer and how to operate; keyboard familiarity; grouping and sequencing; respect for the work of others; responsible care of resources; exploring multimedia and observing online resources.
Students will cover the following topics: personal hygiene, personal responsibility, personal safety, recognize categories of My Pyramid and identify healthy food and beverage choices, develop emerging skills of catching, kicking, throwing, and striking, heart rate identification and respectful participation.
Students will cover the following topics: personal experience and/or imagination, exploring a variety of media to develop fine and gross motor skills, learning care and use of tools and equipment, following safety rules, family, five senses, counting, and retelling stories in pictures, learning about a variety of artists and art forms, including architecture and art elements – color, shape and line.
Students will cover the following topics: developing appropriate vocal and instrumental practices, developing beginning skills in improvising and creating music, reading simple rhythmic and melodic notation, developing beginning skills in listening to, analyzing, and evaluating music, developing understanding of music in relation to history, culture, and other content areas and showing respect for the efforts of others.
The Kindergarten program described begins a sequence of instruction leading to the development of communicative proficiency in one language other than English. It lays the foundation for further language study in upcoming grades.
The emphasis at this grade level is on: oral language development with a focus on listening and speaking skills; awareness of other cultures; comparison of language and culture to the students’ own language and culture; connections to the kindergarten curriculum an awareness that the target language is used outside the classroom.
Reading and writing are not addressed. Instead varied and concrete experiences engage students in oral language development within a social setting involving face to face interaction with the teacher. Students communicate through basic words and short memorized phrases within a given context. Frequency and quality of instruction will impact on the students’ ability to meet the stated objectives. Modifications may need to be made for programs meeting minimal periods of time.