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Scope & Sequence Guide

2013-2014

TABLE OF CONTENTS
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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.

Strand: Writing (W) Topic: Text Types and Purposes Standard Statement 1: Use a combination of drawing.  Demonstrate appropriate care and use of equipment  Use clicking and dragging to control the cursor and make selections (e.  Understand that core ethical and performance principles exist in various classrooms.and lowercase letters.  a. counting to 10. out.  Topic: Presentation of Knowledge and Ideas Standard Statement 6: Speak audibly and express thoughts. Follow agreed-upon rules for discussions (e.g.CLEVELAND METROPOLITAN SCHOOL DISTRICT KINDERGARTEN EARLY 1ST QUARTER Scope & Sequence 2013-2014 ELA cont.  Identify/Illustrate safe and unsafe situations. to. and responding to texts.  a. Strand: Develop self-awareness and selfmanagement skills to achieve school and life success..  c.  Identify what activities are scheduled for the day and how much time is spent on each. by. 2 . off. self or property  Demonstrate control of impulsive behavior Strand: Use socialawareness and interpersonal skills to establish and maintain positive relationships and caring communities.  Illustrate or demonstrate what “tattling”. etc.  Recognize bullying and teasing. Use words and phrases acquired through conversations. dogs. from. of. Print many upper.  State the difference between appropriate and inappropriate behaviors. and environments.g. situations.  Topic: Vocabulary and Acquisition and Use Standard Statement 6.  e. feelings. dictating. needs and wants  Recognize how emotions are linked to behavior  Show excitement and curiosity as a learner Develop self-management skills  Create Classroom Rules  Name calming strategies  Express frustrations & anger without harming others. for.g. on.  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.  Contribute to the rule making process.  Recognize the various roles of the personnel that govern the school (all staff) TEACHER NOTES Note: The  (arrow) denotes an on-going content/standard statement. My favorite book is….  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).  f. Use frequently occurring nouns and verbs. with). Develop a positive self concept/identity  Describe self characteristics including likes and dislikes.)  Strand: Speaking and Listening (SL) Topic: Comprehension and Collaboration Standard Statement 1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups..  Name classmates  Recognize acceptable methods to gain assistance  Identify appropriate strategies to enter and exit from group play and activities Strand: Demonstrate decision-making skills and responsible behaviors in personal. wishes). and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about & state an opinion or preference about the topic or book (e. reading and being read to.  Identify and perform steps necessary to accomplish personal responsibilities in scheduled activities. Use the most frequently occurring prepositions (e. and community contexts. school.  b.)  Understand the consequences and rewards of individual and community action. “telling”. right and left click)  Use the spacebar and enter/return keys SOCIAL EMOTIONAL LEARNING When incorporating Scope and Sequence. taking turns. listening to others and taking turns speaking about the topics and texts under discussion). utilize social and emotional learning 5 core competencies to ensure a positive learning community and high academic achievement. listening. in. wish.  Demonstrate caring and respect for others. mouse control.g.g. Form regular plural nouns orally by adding /s/ or /es/ (e... & “reporting” is.  Demonstrate self-control skills (e. and ideas clearly. raising hand. dog. Produce and expand complete sentences in shared language activities.g.

syllables. customs. cones.  Strand: Reading: Foundational Skills (RF) Topic: Phonological Awareness Standard Statement 2: Demonstrate understanding of spoken words. connect counting to cardinality. traditions.  Weather Changes occur throughout the day and from day to day. W K.  Expectations for Learning: Discuss art. 1. say the number names in the standard order. a. and language that reflect the cultural heritage. family celebrations and language. hexagons. place thing.. describe the relationship between illustrations and the text in which they appear (e. circles. RI K. rectangles.6. b. Correctly name shapes regardless of their orientations or overall size. Content Statement: Weather Changes are both long and short term. Understand the relationship between numbers and quantities. customs.10. 3. cubes. Classify objects into given categories. Understand that the last number name said tells the number of objects counted. Geometry (G) Identify and describe shapes (squares. Measurement and Data (MD) Classify objects and count the number of objects in each category. Strand: Language (L) Topic: Vocabulary Acquisition and Use Standard Statement 5: With guidance and support from adults..6 SCIENCE Strand: Earth Space Science (ESS) Topic: Daily and Seasonal Changes This topic focuses on observing. Identify shapes as two-dimensional (lying in a plane. a. what person. cylinders. things. foods) to gain a sense of the concepts the categories represent. Topic: Integration of Knowledge and Ideas Standard Statement 7: With prompting and support. The number of objects is the same regardless of their arrangement or the order in which they were counted. Heritage is reflected through the arts.  MATH Counting and Cardinality (CC) Know number names and the count sequence. explained and discussed each week and each month. RI K.g. sounds (phonemes). . Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). prance) by acting out the meanings. Sort common objects into categories (e. shapes. strut.. c. SL K. wind is moving air   Wind. with prompting and support. provide additional detail. At the end of the school year.1. Ongoing Emphasis: HIS 1. pairing each object with one and only one number name and each number name with one and only one object. family celebrations. walk.   Air is a non-living substance that surrounds Earth. count the number of objects in each category and sort the categories by count.   Yearly weather changes (seasons) are observable patterns in daily weather changes  Weather measurements must be collected on a regular basis throughout the school year and then compared. respond to questions and suggestions from peers and add details to strengthen writing as needed. Consistent review and questioning to deepen understanding are essential. 2. places. or idea in the text an illustration depicts). ELA Strand: Reading for Literature (RL) Topic: Craft and Structure Standard Statement 4: Ask and answer questions about unknown words in a text. “flat”) or three-dimensional (“solid”). ask and answer questions about unknown words in a text.Scope & Sequence 2013-2014 CLEVELAND METROPOLITAN SCHOOL DISTRICT KINDERGARTEN LATE 1ST QUARTER SOCIAL STUDIES Strand: History Topic: Heritage HIS 3. 3. march.  Strand: Reading for Informational Text (RI) Topic: Craft and Structure Standard Statement 4: With prompting and support. and spheres). describing and comparing weather changes.  Strand: Speaking and Listening (SL) Topic: Presentation of Knowledge and Ideas Standard Statement 4: Describe familiar people.g. exploring. Count to tell the number of objects. explore word relationships and nuances in word meanings. L K. When counting objects. patterns in the sky and changing seasons.1. triangles. temperature and precipitation can be used to document observable weather changes. RI K. GOV 10 ELA: RI K. traditions. a comparison can be made and seasons can be identified by the patterns that were measured throughout the year. and events and. b. Count to 100 by ones and by tens. Strand: Writing (W) Topic: Production and Distribution of Writing Standard Statement 5: With guidance and support from adults.g. 3 Note: The  (arrow) denotes an on-going content/standard statement. 4. SL K.5.4.6. Distinguish shades of meaning among verbs describing the same general action (e.

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”.

 d. 1. sounds (phonemes).   Weather measurements must be collected on a regular basis throughout the school year… Consistent review and questioning to deepen understanding are essential.  5 Note: The  (arrow) denotes an on-going content/standard statement. sometimes not at all. or as many as 10 things in a scattered configuration.  b. sometimes during the day. Continue a conversation through multiple exchanges. The sun is only visible during the day. Content Statement: The moon. circles. explore a variety of digital tools to produce and publish writing. and communities  Expectations of Learning: Identify responsibilities at home and in the school and community and describe how individuals share those responsibilities to achieve common goals. in front of. clothing. retell familiar stories. medial vowel.  a. exploring. cubes.Scope & Sequence 2013-2014 CLEVELAND METROPOLITAN SCHOOL DISTRICT KINDERGARTEN EARLY 2nd QUARTER SOCIAL STUDIES SCIENCE Strand: Government Topic: Civic Participation and Skills GOV 9. and stars are in different positions at different times of the day/night. hexagons. or CVC) words. and final sounds (phonemes) in three-phone (consonant-vowel-consonant. Geometry (G) Identify and describe shapes (squares. Ongoing Emphasis: HIS 1. Recognize and produce rhyming words. Correctly name shapes regardless of their orientations or overall size. sun and stars can be observed at different times of the day or night.  Strand: Reading for Informational Text (RI) Topic: Key Ideas and Details Standard Statement 1: With prompting and support. GOV 10 Strand: Earth Space Science (ESS) Topic: Daily and Seasonal Changes This topic focuses on observing. Counting to tell the number of objects. and spheres). cones. and next to. ELA Strand: Reading for Literature (RL) Topic: Key Ideas and Details Standard Statement 2: With prompting and support. HIS 3. (This does not include CVC’s ending with /l. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. 5. patterns in the sky and changing seasons. Individuals have shared responsibilities toward the achievement of common goals in homes.   Changes in the position of the sun in the sky can be measured and recorded at different times during the school day…This data can be compared from month to month to monitor changes. Strand: Geography Topic: Human Systems GEO 7. Count to 100 by ones and by tens. . The observable shape of the moon changes in size slowly throughout the day of each month. describing and comparing weather changes. rectangles. beside. ask and answer questions about key details in a text.  Topic: Presentation of Knowledge and Ideas Standard Statement 5: Add drawings or other visual displays to descriptions as desired to provide additional detail.  Strand: Speaking and Listening (SL) Topic: Comprehension and Collaboration Standard Statement 1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.  Expectations of Learning: Identify the natural resources that are used in the children’s daily lives. Humans depend on impact the physical environment in order to supply food. including in collaboration with peers. or a circle. cylinders. or /x/. given a number from 1–20.  MATH Counting and Cardinality (CC) Know number names and the count sequence. including key details.  The moon. syllables. Stars are visible at night.  Strand: Reading for Foundational Skills (RF) Topic: Phonics and Word Recognition Standard Statement 2: Demonstrate understanding of spoken words.  Strand: Writing (W) Topic: Production and Distribution of Writing Standard Statement 6: With guidance and support from adults. and describe the relative positions of these objects using terms such as above. below. 1. Describe objects in the environment using names of shapes. /r/. Sometimes the moon is visible at night. behind. Some are visible in the evening or morning and some are brighter than others. 2. triangles.   The sun’s position in the sky changes in a single day and from season to season. Isolate and pronounce the initial. schools. count out that many objects. sun.  d.)  Standard Statement 3: Know and apply grade-level phonics and word analysis skills in decoding words. Count to answer “how many?” questions about as many as 20 things arranged in a line. and shelter. a rectangular array.

 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”.

and record each decomposition by a drawing or equation (e.  Expectations for Learning: Use appropriate maps. Add or substitute individual sounds (phonemes) in simple. or a circle. and major events in a story. number of sides and vertices/“corners”) and other attributes (e.. 3. the. Decompose numbers less than or equal to 10 into pairs in more than one way. one-syllable words to make new words. claps). 2.  Strand: Reading for Informational Text (RI) Topic: Key Ideas and Details Standard Statement 2: With prompting and support. Analyze and compare two. triangles. “flat”) or three dimensional (“solid”).   Weather measurements must be collected on a regular basis throughout the school year…Consistent review and questioning to deepen understanding are essential. and spheres).  7 Note: The  (arrow) denotes an on-going content/standard statement. Cartographers decide which information to include in maps. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). size. ELA Strand: Reading for Literature (RL) Topic: Key Ideas and Details Standard Statement 3: With prompting and support. places and environments.2. my. describing and comparing the properties of objects and materials with which the student is familiar. Count to answer “how many?” questions about as many as 20 things arranged in a line. drawings.and three-dimensional shapes. SP K. acting out situations.. or equations.g.g. having sides of equal length). differences.g. settings. does). Multiple-tier timelines can be used to show relationships among events and places  Expectations for Learning: Construct a multiple-tier time & analyze the relationships among events.g. Democracies.5.. a dictatorship & a monarchy Strand: Physical Science (PS) Topic: Properties of Everyday Objects and Materials This topic focuses on the production of sound and on observing.2.1: Demonstrate healthy practices and behaviors that maintain or improve personal health 7. 5. identify the main topic and retell key details of the text.. shape. SP K. 2.6. odor. count out that many objects. do. cubes. verbal explanations. by using objects or drawings. circles. parts (e. process and report information about people. Identify shapes as two-dimensional (lying in a plane. sounds (e. identify characters. dictatorships and monarchies are categories for understanding the relationship between those in power or authority and citizens  Expectations for Learning: Explain the relationship between those in power & individual citizens in a democracy. and understand subtraction as taking apart and taking from.  Objects can be sorted and described by the properties of the materials from which they are made. Geometry (G) Identify and describe shapes (squares. Latitude and longitude can be used to make observations about location and generalizations about climate  Expectations for Learning: Use location to make generalizations abut climate GOV 12. cylinders. places and environments GEO 5. and compose shapes. temperature. you.  c. SL K. globes and geographic tools to gather.4. Strand: Geography Topic: Spatial Thinking and Skills GEO 4. process and report information about people.g. of.1.2: Demonstrate behaviors that avoid or reduce health risks MATH Counting and Cardinality (CC) Know number names and the count sequence.3. e. in different sizes and orientations.8. exploring. sounds (phonemes). e. Count to tell the number of objects. to. texture. given a number from 1–20. flexibility  Changes in the position of the sun in the sky can be measured and recorded at different times during the school day…This data can be compared from month to month to monitor changes. Represent addition and subtraction with objects.. hexagons. syllables. is. cones. .g.A MATH: MD. she.7. 4. create. Content Statement: Objects and materials can be sorted and described by their properties. compare. 1. using informal language to describe their similarities. SP K. rectangles. or as many as 10 things in a scattered configuration. are. L.. Topic: Phonics and Word Recognition Standard Statement 3: Know and apply grade-level phonics and word analysis skills in decoding words. Globes and other geographic tools can be used to gather. 5 = 2 + 3 and 5 = 4 + 1). mental images.g. Correctly name shapes regardless of their orientations or overall size.. 3. W K.Scope & Sequence 2013-2014 CLEVELAND METROPOLITAN SCHOOL DISTRICT KINDERGARTEN LATE 2nd QUARTER SOCIAL STUDIES SCIENCE Strand: History Topic: Historical HIS 1. color. Operations and Algebraic Thinking (OA) Understand addition as putting together and adding to. expressions. Read common high-frequency words by sight (e.  ELA: W K. Analyze.  e.  Strand: Reading: Foundational Skills (RF) Topic: Phonological Awareness Standard Statement 2: Demonstrate understanding of spoken words.1 HEALTH STANDARDS 7. a rectangular array. fingers.

 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.

2. 1. two. using informal language to describe their similarities.4. Decompose numbers less than or equal to 10 into pairs in more than one way. .1: Demonstrate healthy practices and behaviors that maintain or improve personal health MATH Counting and Cardinality (CC) Count to tell the number of objects. 6. 18 = 10 +8). Geometry (G) Analyze. compare. number of sides and vertices/”corner”) and other attributes (e. W K. Identify whether the number of objects in one group is greater than. Number and Operations in Base Ten (NBT) Work with numbers 11–19 to gain foundations for place value. events. part (e. by using objects or drawings.2. connect counting to cardinality.g. Directly compare two objects with a measurable attribute in common to see which object has “more of”/“less of” the attribute. three. describing and comparing the properties of objects and materials with which the student is familiar.g. Solve addition and subtraction word problems. W K.1.3. or nine ones.10...g. and record each decomposition by a drawing or equation (e. and add and subtract within 10. Analyze and compare two-and three-dimensional shapes.   Weather measurements must be collected on a regular basis throughout the school year… Consistent review and questioning to deepen understanding are essential. six.g. in different sizes and orientations. SL K. understand that these numbers are composed of ten ones and one.g. W K. SL K. ask and answer questions about key details in a text. ideas. and compose shapes. directly compare the heights of two children and describe one child as taller/shorter. Compose and decompose numbers from 11 to 19 into ten ones and some further ones. Measurement and Data (MD) Describe and compare measurable attributes. Personal history can be shared through stories and pictures. SL K. e. dictating. or pieces of information in a text.g. e. differences. e.  Expectations of Learning: Communicate personal history through stories and pictures. GOV 10 ELA: RI K.g. Sound is produced when objects vibrate. Understand that each successive number name refers to a quantity that is one larger. describe the connection between two individuals.6 HEALTH STANDARDS 7. by using objects or drawings. Strand: Reading for Informational Text (RI) Topic: Key Ideas and Details Standard Statement 3: With prompting & support. 3.5. blowing. Compare numbers. RI K. Content Statement: Some objects and materials can be made to vibrate to produce sound.  ELA: RI K. Strand: Writing (W) Topic: Text Types and Purposes Standard Statement 2: Use a combination of drawing.Scope & Sequence 2013-2014 CLEVELAND METROPOLITAN SCHOOL DISTRICT KINDERGARTEN EARLY 3rd QUARTER SOCIAL STUDIES SCIENCE Strand: History Topic: Historical Thinking and Skills HIS 2. five. Understand the relationship between numbers and quantities..2 Ongoing Emphasis: HIS 1. eight.3.. and describe the difference.. 4. RI K. 9 Note: The  (arrow) denotes an on-going content/standard statement. e.10. four. and understand subtraction as taking apart and taking from.2.. and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 2.  Changes in the position of the sun in the sky can be measured and recorded at different times during the school day…This data can be compared from month to month to monitor changes. The sounds that are produced vary depending on the properties of objects. Operations and Algebraic Thinking (OA) Understand addition as putting together and adding to. by using matching and counting strategies.g..5. For example. Strand: Physical Science (PS) Topic: Properties of Everyday Objects and Materials This topic focuses on the production of sound and on observing.  Touching. and record each composition or decomposition by a drawing or equation (e. L K. 4. create. c. seven. exploring. by using objects or drawings to represent the problem.. less than. 5 = 2 + 3 and 5 = 4 + 1). HIS 3. or equal to the number of objects in another group. ELA Strand: Reading for Literature (RL) Topic: Key Ideas and Details Standard Statement 1: With prompting and support. or tapping objects produces sound. having sides of equal length).

 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.

recall information from experiences or gather information form provided sources to answer a question. RI K.  Ongoing Emphasis: HIS 1. find the number that makes 10 when added to the given number. e. GOV 10 ELA: RI K. plants make their own food. SL K. Compare two numbers between 1 and 10 presented as written numerals..4.  Strand: Reading for Informational Text (RI) Topic: Integration of Knowledge and Ideas Standard Statement 8: With prompting and support. People have many wants and make decisions to satisfy those wants.2 ELA: RI K.6. W K. storybooks.  They are found almost everywhere in the world. 1.g. describing and comparing living things in Ohio..4. W K. connect counting to cardinality c.6 MATH: MD.5 MATH: MD. two. poems).   Changes in the position of the sun in the sky can be measured and recorded at different times during the school day…This data can be compared from month to month to monitor changes. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Numbers and Operations in Base Ten (NBT) Work with numbers 11–19 to gain foundations for place value. e. For example.1f. MD. Strand: Writing (W) Topic: Text Types and Purposes Standard Statement 8: With guidance and support from adults. . W K. Living things grow and reproduce.   Weather measurements must be collected on a regular basis throughout the school year… Consistent review and questioning to deepen understanding are essential. They have specific characteristics and traits. MD. Fluently add and subtract within 5. 18 = 10 + 8). four. SL K.10. seven. compare.3 HEALTH STANDARDS 1. by using matching and counting strategies. L K. or equal to the number of objects in another group.1. SL K. three. Geometry (G) Analyze.g. and record each composition or decomposition by a drawing or equation (e..1: Identify that healthy behaviors affect personal health MATH Counting and Cardinality (CC) Know number names and the count sequence. Compose simple shapes to form larger shapes. Understand that each successive number name refers to a quantity that is one larger.  o Animals need food.  o Living things respond to stimuli.8. e. SL K. and record the answer with a drawing or equation. 1.2.  Expectations of Learning: Explain how a decision about an individual want can impact others.1. For any number from 1 to 9.2. Count to tell the number of objects. and compose shapes.  Living things include anything that is alive or has ever been alive. Strand: Life Science (LS) Topic: Physical and Behavioral Traits of Living Things This topic focuses on observing. RI K. “Can you join these two triangles with full sides touching to make a rectangle?” ELA Strand: Reading for Literature (RL) Topic: Craft and Structure Standard Statement 5: Recognize common types of texts (e. exploring. 4..g. (by tens) 2. 6. Identify whether the number of objects in one group is greater than. by using objects or drawings. HIS 3. five. SL K.1.Scope & Sequence 2013-2014 CLEVELAND METROPOLITAN SCHOOL DISTRICT KINDERGARTEN LATE 3rd QUARTER SOCIAL STUDIES SCIENCE Standard: Economics Topic: Scarcity ECO 11. create. Count to 100 by ones and by tens. 6. 5. Understand the relationship between numbers and quantities. 4. There are different kinds of living things that are found in different places. Operations and Alegebraic Thinking (OA) Understand addition as putting together and adding to. by using objects or drawings.1. Content Statement: Living things are different from non-living things. 7. and understand subtraction as taking apart and taking from. or nine ones. o There are different kinds of living things.8.g. Compose and decompose numbers from 11 to 19 into ten ones and some further ones.  11 Note: The  (arrow) denotes an on-going content/standard statement.2.1. These decisions impact others. SL K.g.2. Compare Numbers. six. understand that these numbers are composed of ten ones and one. eight.. less than. identify the reasons an author gives to support points in a text. L K.

and community contexts. re-. and spelling when writing. and relax)  Identify desired outcomes and possible solutions for problems that have been identified.  Recognize bullying and teasing. Tumblebooks.  Demonstrate persistence as a learner Strand: Use social-awareness and interpersonal skills to establish and maintain positive relationships and caring communities. 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).2 and e. Strand: Language (L) Topic: Conventions of Standard English Standard Statement 2: Demonstrate command of the conventions of standard English capitalization. TEACHER NOTES Note: The  (arrow) denotes an on-going content/standard statement.  Demonstrate self control (Stop.  Show interest in others.  Identify the pros and cons of solutions to select the best solution. etc. -ed.  Develop skills to handle bullies. Write a letter or letters for most consonant and short-vowel sounds (phonemes). 12 . utilize social and emotional learning 5 core competencies to ensure a positive learning community and high academic achievement. exchange information with others in appropriate ways  Recognize individual and group differences  Use skills to solve conflicts constructively Strand: Demonstrate decision-making skills and responsible behaviors in personal. un-.  Develop positive relationships with one or two peers. punctuation. Topic: Vocabulary Acquisition and Use Standard Statement 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. -s.  Demonstrate caring and respect for others.  Define bullying and teasing.  Access and exit software applications  Identify a computer and other technologies as a source for finding information (ELA: W. 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.. and show the capacity to care about them. c. -ful.Scope & Sequence 2013-2014 CLEVELAND METROPOLITAN SCHOOL DISTRICT KINDERGARTEN LATE 3rd QUARTER ELA cont. school. ebooks.g. take a breath.g. Use the most frequently occurring inflections and affixes (e. self or property  Control impulsive behavior  Reflect on strategies used to achieve goals. Strand: Develop self-awareness and selfmanagement skills to achieve school and life success.  Demonstrate active listening.) SOCIAL EMOTIONAL LEARNING When incorporating Scope and Sequence. b. -less) as a clue to the meaning of an unknown word.

and because of those parts. four. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects)..g.1f.  Strand: Reading for Informational Text (RI) Topic: Integration of Knowledge and Ideas Standard Statement 8: With prompting and support.5 MATH: MD.2.g. by using objects or drawings to represent the problem. identify the reasons an author gives to support points in a text. 3. Geometry (G) Analyze. count out that many objects. o Living things are made of parts. e. find the number that makes 10 when added to the given number.   Weather measurements must be collected on a regular basis throughout the school year.1. .5 HEALTH STANDARDS 7. Count to tell the number of objects. by using objects or drawings. Count to answer “how many?” questions about as many as 20 things arranged in a line.10.4. Trees have leaves and trunks. or as many as 10 things in a scattered configuration.2.g.g. Compose and decompose numbers from 11 to 19 into ten ones and some further ones. understand that these numbers are composed of ten ones and one.. by using objects or drawings.  ELA: RI K. six.1: Demonstrate healthy practices and behaviors that maintain or improve personal health 7. RI K. RI K. and record each composition or decomposition by a drawing or equation (e. living things can do specific things. e. Services are actions that can satisfy people’s wants. W K. SL K.g.2...1. Goods are objects that can satisfy people’s wants. create.. G. Number and Operations in Base Ten (NBT) Work with numbers 11–19 to gain foundations for place value. by using objects or drawings. 1. GOV 10 ELA: RI K. or nine ones..2.  Expectations of Learning: Identify goods and services. Model shapes in the world by building shapes from components (e.  Expectations of Learning: Create models and maps of real places. 5.g. compare. Decompose numbers less than or equal to 10 into pairs in more than one way. Models and maps represent real places. L K.  Living things are made up of a variety of structures o Providing exposure through observation and stories to a large variety of living things is required. 5. and record each decomposition by a drawing or equation (e. Solve addition and subtraction word problems. teeth for chewing and legs for moving. record the answer with a drawing or equation. three. describing and comparing living things in Ohio. SL K.2. SL K. Standard: Geography Topic: Spatial Thinking and Skills GEO 6.2 Optional SS: GEO 7. a rectangular array..2: Demonstrate behaviors that avoid or reduce health risks MATH Counting and Cardinality (CC) Know number names and the count sequence.. For any number from 1 to 9.g.3. SL K. Write numbers from 0 to 20.  Changes in the position of the sun in the sky can be measured and recorded at different times during the school day…This data can be compared from month to month to monitor changes. given a number from 1-20. Content Statement: Living things have physical traits and behaviors. e. exploring. 2.  Identify and discuss examples such as birds have wings for flying and beaks for eating. Operations and Algebraic Thinking (OA) Understand addition as putting together and adding to. GEO 8 Ongoing Emphasis: HIS 1. G. which influence their survival. eight.Scope & Sequence 2013-2014 CLEVELAND METROPOLITAN SCHOOL DISTRICT KINDERGARTEN EARLY 4TH QUARTER SOCIAL STUDIES SCIENCE Standard: Economics Topic: Production and Consumption ECO 12. seven.2. and add and subtract within 10. SL K. Strand: Life Science (LS) Topic: Physical and Behavioral Traits of Living Things This topic focuses on observing. and understand subtraction as taking apart and taking from. Dogs have eyes for seeing. 18 = 10 + 8).1. or a cicle.1. and compose shapes. 4. ELA Strand: Reading for Literature (RL) Topic: Integration of Knowledge and Ideas Standard Statement 9: With prompting and support compare and contrast the adventures and experiences of characters in familiar stories. SL K.. 3. MD. five. Consistent review and questioning to deepen understanding are essential. e. 5 = 2 + 3 and 5 = 4 + 1). sticks and clay balls) and drawing shapes. HIS 3. 13 Note: The  (arrow) denotes an on-going content/standard statement.6.8.1. two.6 MATH: G. W K. L K.

 Recognize bullying and teasing  Define bullying and teasing.2 and e. etc. school. and community contexts.  Demonstrate persistence as a learner Strand: Use social-awareness and interpersonal skills to establish and maintain positive relationships and caring communities. Strand: Develop self-awareness and selfmanagement skills to achieve school and life success.  Develop skills to handle bullies.6. recall information from experiences or gather information form provided sources to answer a question.  Identify the pros and cons of solutions to select the best solution. self or property  Control impulsive behavior  Reflect on strategies used to achieve goals.  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). Tumblebooks. and relax)  Identify desired outcomes and possible solutions for problems that have been identified.7)  Access and exit software applications  Identify a computer and other technologies as a source for finding information (ELA: W.g. Strand: Writing (W) Topic: Text Types and Purposes Standard Statement 8: With guidance and support from adults. or clarify something that is not understood. 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. exchange information with others in appropriate ways  Use skills to solve conflicts constructively Strand: Demonstrate decision-making skills and responsible behaviors in personal.g. TEACHER NOTES Note: The  (arrow) denotes an on-going content/standard statement.  Demonstrate caring and respect for others.  Develop positive relationships with peers & show the capacity to care about them. right and left click)  Use the spacebar and enter/return keys  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. mouse control. ebooks. get information.5.  Demonstrate self control (Stop. W. 14 .  Recognize individual and group differences  Show interest in others. utilize social and emotional learning 5 core competencies to ensure a positive learning community and high academic achievement. W.Scope & Sequence 2013-2014 CLEVELAND METROPOLITAN SCHOOL DISTRICT KINDERGARTEN EARLY 4TH QUARTER ELA cont. take a breath.  Demonstrate appropriate care and use of equipment  Use clicking and dragging to control the cursor and make selections (e.  Strand: Speaking and Listening (SL) Topic: Comprehension and Collaboration Standard Statement 3: Ask and answer questions in order to seek help.) SOCIAL EMOTIONAL LEARNING When incorporating Scope and Sequence.

 Strand: Writing (W) Topic: Text Types and Purposes Standard Statement 3: Use a combination of drawing. or procedures).3. Content Statement: Living Things have physical traits and behaviors. 2. as well as symbols and landmarks. . which influence their survival. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). SL K. identify basic similarities in and differences between two texts on the same topic (e. HIS 4. 2. Operations and Algebraic Thinking (OA) Understand addition as putting together and adding to. Fluently add and subtract within 5.2 HEALTH STANDARDS 1. tell about the events in the order in which they occurred. 15 Note: The  (arrow) denotes an on-going content/standard statement. 1. SL K.1.1 MATH: MD.  Ongoing Emphasis: HIS 1. GOV 10 ELA: SL K. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. Terms related to direction and distance. in illustrations.2. Strand: Life Science (LS) Topic: Physical and Behavioral Traits of Living Things This topic focuses on observing. Describe several measurable attributes of a single object. describing and comparing living things in Ohio. Write numbers from 0 to 20. description. and writing to narrate a single event or several loosely linked events. SL K. Directly compare two objects with a measureable attribute in common. dictation.1. and provide a reaction to what happened.  Expectations for Learning: Describe the relative location of a familiar place use appropriate terms.   Weather measurements must be collected on a regular basis throughout the school year… (sic)… Consistent review and questioning to deepen understanding are essential.4: List ways to prevent common childhood injuries MATH Counting and Cardinality (CC) Know number names and the count sequence. MD. can be used to talk about the relative location of familiar places.  Some of these structures and behaviors influence their survival. o Study the characteristics of the environment in which plants and animals thrive and see how they interact with one another o Observe the physical characteristics of plants and animals and determine how those traits are involved in each organism’s survival. 5. HIS 3. such as length or weight.5. Measurement and Data (MD) Describe and compare measureable attributes. Strand: Reading for Foundational Skills (RF) Topic: Phonics and Word Recognition Standard Statement 3: Know and apply grade-level phonics and word analysis skills in decoding words. b. 3. and understand subtraction as taking apart and taking from. and describe the difference.4.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).6 MATH: G..Scope & Sequence 2013-2014 CLEVELAND METROPOLITAN SCHOOL DISTRICT KINDERGARTEN LATE 4TH QUARTER SOCIAL STUDIES SCIENCE Strand: Geography Topic: Spatial Thinking and Skills GEO 5. . to see which object has “more of”/”less of” the attribute. SL K. Describe measurable attributes of objects. Topic: Fluency Standard Statement 4: Read emergent-reader texts with purpose and understanding. ELA Strand: Reading for Informational Text (RI) Topic: Integration of Knowledge and Ideas Standard Statement 9: With prompting and support.  Changes in the position of the sun in the sky can be measured and recorded at different times during the school day…This data can be compared from month to month to monitor changes. SL K. exploring.g.

 Demonstrate appropriate care and use of equipment  Use clicking and dragging to control the cursor and make selections (e.5. 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. ebooks. TEACHER NOTES Note: The  (arrow) denotes an on-going content/standard statement.Scope & Sequence 2013-2014 CLEVELAND METROPOLITAN SCHOOL DISTRICT KINDERGARTEN LATE 4TH 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). school.  Identify the pros and cons of solutions to select the best solution.) SOCIAL EMOTIONAL LEARNING When incorporating Scope and Sequence.g.g. utilize social and emotional learning 5 core competencies to ensure a positive learning community and high academic achievement. and community contexts.  Recognize bullying and teasing.  Demonstrate persistence as a learner Strand: Use social-awareness and interpersonal skills to establish and maintain positive relationships and caring communities.  Demonstrate self control (Stop. W.7)  Access and exit software applications  Identify a computer and other technologies as a source for finding information (ELA: W. Strand: Develop self-awareness and selfmanagement skills to achieve school and life success.6.2 and e.  Demonstrate caring and respect for others. etc. take a breath.  Develop positive relationships with peers & show the capacity to care about them  Recognize individual & group differences  Show interest in others.  Define bullying and teasing. 16 . Tumblebooks. right and left click)  Use the spacebar and enter/return keys  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 relax)  Identify desired outcomes and possible solutions for problems that have been identified. self or property  Control impulsive behavior  Reflect on strategies used to achieve goals. exchange information with others in appropriate ways  Use skills to solve conflicts constructively  Recognize that all people have similar needs  Recognize and accept the difference of other cultures/ethnicities Strand: Demonstrate decision-making skills and responsible behaviors in personal. mouse control. W.  Develop skills to handle bullies.

Scope & Sequence Guide 2013-2014 .