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# Scope & Sequence Guide

2013-2014

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Kindergarten
Early 1st Quarter

Pages 1-2

Late 1st Quarter

Pages 3-4

Early 2nd Quarter

Pages 5-6

Late 2nd Quarter

Pages 7-8

Early 3rd Quarter

Pages 9-10

Late 3rd Quarter

Pages 11-12

Early 4th Quarter

Pages 13-14

Late 4th Quarter

Pages 15-16

b. Follow words from left to right. exploring.Scope & Sequence 2013-2014 CLEVELAND METROPOLITAN SCHOOL DISTRICT KINDERGARTEN EARLY 1ST QUARTER SOCIAL STUDIES SCIENCE Strand: History Topic: Historical Thinking and Skills GEO 8. 4. Count to 100 by ones and by tens. patterns in the sky and changing seasons. top to bottom. blend.   Weather measurements must be collected on a regular basis throughout the school year and then compared. Count. back cover. Consistent review and questioning to deepen understanding are essential.  c.  a.  Strand: Reading: Foundational Skills (RF) Topic: Print Concepts Standard Statement 1: Demonstrate understanding of the organization and basic features of print.  d. The number of objects is the same regardless of their arrangement or the order in which they were counted. explained and discussed each week and each month.   Air is a non-living substance that surrounds Earth and wind is moving air   Wind.1: Identify that healthy behaviors affect personal health MATH Counting and Cardinality (CC) Know number names and the count sequence. Understand the relationship between numbers and quantities.  b.  Topic: Range of Reading and Level of Text Complexity Standard Statement 10: Actively engage in group reading activities with purpose and understanding. Blend and segment onsets and rimes of single -syllable and spoken words. a.  HEALTH STANDARDS 1. At the end of the school year. When counting objects. HIS 1.  Standard Statement 6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. pairing each object with one and only one number name and each number name with one and only one object. and page by page.  Weather Changes occur throughout the day and from day to day. pronounce. Content Statement: Weather Changes are both long and short term. Understand that the last number name said tells the number of objects counted.  Topic: Range of Reading and Level of Text Complexity Standard Statement 10: Actively engage in group reading activities with purpose and understanding.  b. school. say the number names in the standard order. sounds (phonemes). name the author and illustrator of the story and define the role of each in telling the story. temperature and precipitation can be used to document observable weather changes. Recognize that spoken words are represented in written language by specific sequences of letters.lowercase letters of the alphabet. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. Strand: Government Topic: Rules and Laws GOV 10. Recognize and produce rhyming words.2. describing and comparing weather changes. The purpose of rules and authority figures is to provide order security and safety in the home. ELA Strand: Reading for Literature (RL) Topic: Craft and Structure Standard Statement 6: With prompting & support. Strand: Reading for Informational Text (RI) Topic: Craft and Structure Standard Statement 5: Identify the front cover.  c. Strand: Earth Space Science (ESS) Topic: Daily and Seasonal Changes This topic focuses on observing. 1.  a. a comparison can be made and seasons can be identified by the patterns that were measured throughout the year. and community are unique and ways that they are the same. syllables. Recognize all upper.  Topic: Phonics and Word Recognition Standard Statement 3: Know and apply grade-level phonics and word analysis skills in decoding words. school and community. connect counting to cardinality.  1 Note: The  (arrow) denotes an on-going content/standard statement.   Yearly weather changes (seasons) are observable patterns in daily weather changes.  a. and segment syllables in spoken words. and title page of a book. Individuals are unique but share common characteristics of multiple groups.  Expectations for Learning: Explain the purpose for rules at home and in the school and community. . Time can be measured  Expectations for Learning: Use chronological vocabulary correctly. Count to tell the number of objects. Understand that words are separated by spaces in print.  Topic: Phonological Awareness Standard Statement 2: Demonstrate understanding of spoken words.  Expectations for Learning: Identify ways that individuals in the family.

Develop a positive self concept/identity  Describe abilities and accomplishments  Set personal and academic learning goals  Recognize emotions  Show excitement and curiosity as a learner Develop self-management skills  Use calming strategies  Express frustrations & anger without harming others.Scope & Sequence 2013-2014 CLEVELAND METROPOLITAN SCHOOL DISTRICT KINDERGARTEN LATE 1ST QUARTER DATA / TECHNOLOGY INTEGRATION PROGRESS MONITORING Suggested Technology Integration: Teachers should begin to teach students to use the following technology skills with adult support as the development of independence is encouraged (all ongoing throughout the school year). self or property  Control impulsive behavior  Identify strategies to reach goals Strand: Use social-awareness and interpersonal skills to establish and maintain positive relationships and caring communities.6. and environments.5. etc.7) SOCIAL EMOTIONAL LEARNING When incorporating Scope and Sequence. W.g. Strand: Develop self-awareness and selfmanagement skills to achieve school and life success. listening.”  State the difference between appropriate and inappropriate behaviors.  Use observational and listening skills to identify the feelings and perspectives of others  Identify peers who may help others  Identify adults who can help  Use appropriate strategies to enter and exit from group play and activities Strand: Demonstrate decision-making skills and responsible behaviors in personal.  Identify desired outcomes and possible solutions for problems that have been identified  Model active listening  Recognize bullying and teasing TEACHER NOTES Note: The  (arrow) denotes an on-going content/standard statement. situations. and “reporting.  Demonstrate caring and respect for others. school.)  Understand that core ethical and performance principles exist in various classrooms. utilize social and emotional learning 5 core competencies to ensure a positive learning community and high academic achievement. 4 . raising hand. “telling”.  Demonstrate self-control skills (e. taking turns. W. counting to 10.  Recognize and use letters and numbers on the keyboard  Recognize and use the shift key  Use graphics/drawing software to create personal documents (ELA: SL. and community contexts.  Identify/Illustrate safe and unsafe situations  Illustrate or demonstrate “tattling”.

 Demonstrate self-control skills (e.  Topic: Conventions of Standard English Standard Statement 2: Demonstrate command of the conventions of standard English capitalization. b.  Illustrate or demonstrate “tattling”.. utilize social and emotional learning 5 core competencies to ensure a positive learning community and high academic achievement. what. Spell simple words phonetically.CLEVELAND METROPOLITAN SCHOOL DISTRICT KINDERGARTEN EARLY 2nd QUARTER Scope & Sequence 2013-2014 ELA cont.  Identify/Illustrate safe and unsafe situations. W. TEACHER NOTES Note: The  (arrow) denotes an on-going content/standard statement. how). why. situations. needs and wants  Recognize how emotions are linked to behavior  Show excitement and curiosity as a learner Develop self-management skills  Use calming strategies  Express frustrations & anger without harming others. and spelling when writing. Recognize and name punctuation. 6 .  Name classmates  Recognize acceptable methods to gain assistance  Identify adults who can help you  Identify examples of honesty and fairness when working and playing with others. and environments. punctuation. think. Write a letter or letters for most consonant and short-vowel sounds (phonemes).g.  Understand that core ethical and performance principles exist in various classrooms.g. Capitalize the first word in a sentence and the pronoun I. who.  Identify approaches to solving conflicts constructively (stop. Strand: Language (L) Topic: Conventions of Standard English Standard Statement 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.  Identify what activities are scheduled for the day and how much time is spent on each. act). and community contexts. where. d. Strand: Develop self-awareness and self-management skills to achieve school and life success.  d.  Demonstrate caring and respect for others. c. Understand and use question words (interrogatives) (e.”  State the difference between appropriate and inappropriate behaviors.)  Understand the consequences and rewards of individual and community action. when. W. a. Strand: Demonstrate decision-making skills and responsible behaviors in personal.  Contribute to the rule making process. self or property  Demonstrate control of impulsive behavior Strand: Use social-awareness and interpersonal skills to establish and maintain positive relationships and caring communities.  Recognize and use letters and numbers on the keyboard  Recognize and use the shift key  Use graphics/drawing software to create personal documents (ELA: SL. DATA / TECHNOLOGY INTEGRATION PROGRESS MONITORING Suggested Technology Integration: Teachers should begin to teach students to use the following technology skills with adult support as the development of independence is encouraged (all ongoing throughout the school year). listening.7) SOCIAL EMOTIONAL LEARNING When incorporating Scope and Sequence. taking turns. etc. drawing on knowledge of sound relationships.  Identify and perform steps necessary to accomplish personal responsibilities in scheduled activities. raising hand. school. and “reporting. Develop a positive self concept/identity  Describe self characteristics including likes and dislikes.6. counting to 10.5. “telling”.

 Identify/Illustrate safe and unsafe situations  Illustrate or demonstrate “tattling”. listening. W. Understand and use question words (interrogatives) (e.g. how). counting to 10. and “reporting. and community contexts. W. where. taking turns.  Demonstrate self-control skills (e. raising hand.  Recognize and use letters and numbers on the keyboard  Recognize and use the shift key  Use graphics/drawing software to create personal documents (ELA: SL. who. “telling”. Strand: Language (L) Topic: Conventions of Standard English Standards Statement 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.  b. d. when.  Demonstrate caring and respect for others. school.Scope & Sequence 2013-2014 CLEVELAND METROPOLITAN SCHOOL DISTRICT KINDERGARTEN LATE 2nd QUARTER ELA cont.)  Understand that core ethical and performance principles exist in various classrooms. situations.g..g. 8 . Develop a positive self concept/identity  Describe abilities and accomplishments  Set personal and academic learning goals  Recognize emotions  Show excitement and curiosity as a learner Develop self-management skills  Use calming strategies  Express frustrations & anger without harming others.6. Strand: Develop self-awareness and selfmanagement skills to achieve school and life success.5. Continue a conversation through multiple exchanges.. what. utilize social and emotional learning 5 core competencies to ensure a positive learning community and high academic achievement.  Use observational and listening skills to identify the feelings and perspectives of others  Identify peers who may help others  Identify adults who can help  Use appropriate strategies to enter and exit from group play and activities Strand: Demonstrate decision-making skills and responsible behaviors in personal. explore a number of books by a favorite author and express opinions about them).  Strand: Speaking and Listening (SL) Topic: Comprehension and Collaboration Standards Statement 1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.”  State the difference between appropriate and inappropriate behaviors. why.7) SOCIAL EMOTIONAL LEARNING When incorporating Scope and Sequence.  DATA / TECHNOLOGY INTEGRATION PROGRESS MONITORING Suggested Technology Integration: Teachers should begin to teach students to use the following technology skills with adult support as the development of independence is encouraged (all ongoing throughout the school year). self or property  Control impulsive behavior  Identify strategies to reach goals Strand: Use social-awareness and interpersonal skills to establish and maintain positive relationships and caring communities. etc.  Identify desired outcomes and possible solutions for problems that have been identified  Model active listening  Recognize bullying and teasing TEACHER NOTES Note: The  (arrow) denotes an on-going content/standard statement. Strand: Writing (W) Topic: Research to Build and Present Knowledge Standard Statement 7: Participate in shared research and writing projects (e. and environments.

 Demonstrate caring and respect for others.) SOCIAL EMOTIONAL LEARNING When incorporating Scope and Sequence.  Identify the pros and cons of solutions to select the best solution. Develop a positive self concept/identity  Describe abilities & accomplishments  Set personal & academic learning goals  Recognize emotions/feelings  See one's self as a learner Develop self management skills  Use calming strategies  Express frustrations and anger without harming others.. Identify new meanings for familiar words and apply them accurately (e.g. TEACHER NOTES Note: The  (arrow) denotes an on-going content/standard statement.  Develop positive relationships with one or two peers. and community contexts. and relax)  Identify desired outcomes and possible solutions for problems that have been identified.  DATA / TECHNOLOGY INTEGRATION PROGRESS MONITORING Suggested Technology Integration: Teachers should begin to teach students to use the following technology skills with adult support as the development of independence is encouraged (all ongoing throughout the school year). exchange information with others in appropriate ways  Identify skills to resolve conflicts Strand: Demonstrate decision-making skills and responsible behaviors in personal.  Demonstrate self control (Stop.  Develop skills to handle bullies.  Recognize bullying and teasing.  Demonstrate active listening. a. Strand: Speaking and Listening (SL) Topic: Comprehension and Collaboration Standards Statement 2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.Scope & Sequence 2013-2014 CLEVELAND METROPOLITAN SCHOOL DISTRICT KINDERGARTEN EARLY 3rd QUARTER ELA cont. take a breath. utilize social and emotional learning 5 core competencies to ensure a positive learning community and high academic achievement.  Define bullying and teasing. Tumblebooks.2 and e. 10 . knowing duck is a bird and learning the verb to duck).  Demonstrate persistence as a learner Strand: Use social-awareness and interpersonal skills to establish and maintain positive relationships and caring communities. and show the capacity to care about them. ebooks. etc. Strand: Develop self-awareness and selfmanagement skills to achieve school and life success. school. Strand: Language (L) Topic: Conventions of Standard English Standard Statement 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.  Show interest in others.  Access and exit software applications  Identify a computer and other technologies as a source for finding information (ELA: W. self or property  Control impulsive behavior  Reflect on strategies used to achieve goals.g.