MAY
English Language Arts: Students build on the phonological and phonemic work by reading with the support of the teachers and peers throughout the year. Focusing on the relationships among ideas in the texts, students recognize that growth and change occur in both fiction and informational texts. Learning about cause and effect, students recognize interactions in nature and note the role that people can play in preserving nature.
Unit 5: Wonders of Nature, Plants, Bugs, and Frogs
Essential Question:
How does nature inspire us as readers, writers, and artists?
Overview:
Using both informational and fiction texts, students will focus on the growth and changes that occur in nature. They will recognize interactions in nature and note the role that people can play in taking care of nature as an introduction to cause and effect.
Student Objectives:
Fundations: Unit 5:
Writing: John Collins Writing Program - Each month we will work on three Focus Correction Areas for our writing.
-This month's Focus Correction Areas:
* Picture bigger than your hand
* Using 4 or more realistic colors
* Using a finger space between words
Math: Unit 6: Geometry
Essential Question:
What are the shapes that make up our world and how are they alike and different?
Overview
Students will begin this unit by going over various flat shapes and their attributes. They will progress to learning about solid shapes as well as comparing various shapes. Students will have the opportunity to find examples of these shapes in the world around them as well as practice building and drawing these shapes.
Standards
K.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.G.2. Correctly name shapes regardless of their orientations or overall size.
K.G.3. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
K.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
K.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
K.G.6. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"
Student Objectives
Religion: We follow the Sadlier Oxford "We Believe" kindergarten workbook for our religion lessons. In addition to the lessons provided in the workbook we will be watching videos, expanding on activities, holding read alouds, and conducting classroom discussions. Students will also learn several prayers and become more aware of various Holy Days throughout the year. Additionally, Social skills are taught in the religion lessons.
Unit 5: Jesus LoveEssential Question: How does Jesus show us that he loves us?
Overview: In this chapter, students will learn about how much they are loved by God. Students will discover how God chose Mary and therefore gave us his son Jesus. Students will learn about Jesus’ growing up years and how Jesus helps us. Finally, students will explore ways they can spread Jesus’ love just as we are called to do.
Student Objectives
Students will be able to…
Science: Unit 6: Characteristics of Living Things
Essential Question:
What are the characteristics of living things and how are their needs met?
Overview: Students will discover that plants and animals are living things. They will learn that living things must grow and reproduce. They will discuss what basic needs various organisms have and how those needs are met through their environment.
Focus Standards:
K.ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment.
K.LS1-1. Observe and communicate that animals (including humans) and plants need food, water, and air to survive. Animals get food from plants or other animals. Plants make their own food and need light to live and grow.
K.LS1-2 (MA). Recognize that all plants and animals have a life cycle: a. most plants begin as seeds, develop and grow, make more seeds, and die; and b. animals are born, develop and grow, produce young, and die.
Student Objectives:
Social Studies: Unit 5: Chronologically Speaking
Essential Question:
Why is it important to correctly use words and phrases related to chronology and time?
Overview:
Students will learn and understand why it is important to correctly use words and phrases related to chronology and time. Students will use these words to show how events relate to one another in time.
Focus Standards:
PreK-K 2. Use correctly words and phrases related to chronology and time (now, long ago, before, after, morning, afternoon, night, today, tomorrow, yesterday, last or next week, month, year; and present, past, and future tense of verbs.)
Student Objectives:
Unit 5: Wonders of Nature, Plants, Bugs, and Frogs
Essential Question:
How does nature inspire us as readers, writers, and artists?
Overview:
Using both informational and fiction texts, students will focus on the growth and changes that occur in nature. They will recognize interactions in nature and note the role that people can play in taking care of nature as an introduction to cause and effect.
Student Objectives:
- Recognize cause and effect relationships as they occur in the natural world.
- Recognize the basic similarities and differences between two texts on the same topic.
- Read emergent-reader texts with purpose and understanding.
- Write, draw, or dictate a narrative (describe something that happened in nature).
- Use common affixes as clues to the meaning of an unknown word.
Fundations: Unit 5:
- Phoneme Segmentation
- Concept of consonant digraph, keywords, and sounds : Wh, ch, sh
- Decoding three sounds with digraphs
- Spelling three sound words with digraph
- Spelling of ck at the end of words
- Writing sentences and reading sentences
Writing: John Collins Writing Program - Each month we will work on three Focus Correction Areas for our writing.
-This month's Focus Correction Areas:
* Picture bigger than your hand
* Using 4 or more realistic colors
* Using a finger space between words
Math: Unit 6: Geometry
Essential Question:
What are the shapes that make up our world and how are they alike and different?
Overview
Students will begin this unit by going over various flat shapes and their attributes. They will progress to learning about solid shapes as well as comparing various shapes. Students will have the opportunity to find examples of these shapes in the world around them as well as practice building and drawing these shapes.
Standards
K.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.G.2. Correctly name shapes regardless of their orientations or overall size.
K.G.3. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
K.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
K.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
K.G.6. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"
Student Objectives
- Describe objects in the environment using position words
- Name shapes regardless of size or orientation
- Identify shapes as plane or solid
- Compare shapes
- Model and draw shapes
- Compose shapes to form larger shapes
Religion: We follow the Sadlier Oxford "We Believe" kindergarten workbook for our religion lessons. In addition to the lessons provided in the workbook we will be watching videos, expanding on activities, holding read alouds, and conducting classroom discussions. Students will also learn several prayers and become more aware of various Holy Days throughout the year. Additionally, Social skills are taught in the religion lessons.
Unit 5: Jesus LoveEssential Question: How does Jesus show us that he loves us?
Overview: In this chapter, students will learn about how much they are loved by God. Students will discover how God chose Mary and therefore gave us his son Jesus. Students will learn about Jesus’ growing up years and how Jesus helps us. Finally, students will explore ways they can spread Jesus’ love just as we are called to do.
Student Objectives
Students will be able to…
- Identify Mary as the mother of Jesus
- Share ways we can say yes to God
- Name ways we can honor Mary
- Identify Jesus as a gift from God
- Name the place where Jesus grew up
- Compare Jesus’ childhood to their own childhood
- Name a time that Jesus helped people
Science: Unit 6: Characteristics of Living Things
Essential Question:
What are the characteristics of living things and how are their needs met?
Overview: Students will discover that plants and animals are living things. They will learn that living things must grow and reproduce. They will discuss what basic needs various organisms have and how those needs are met through their environment.
Focus Standards:
K.ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment.
K.LS1-1. Observe and communicate that animals (including humans) and plants need food, water, and air to survive. Animals get food from plants or other animals. Plants make their own food and need light to live and grow.
K.LS1-2 (MA). Recognize that all plants and animals have a life cycle: a. most plants begin as seeds, develop and grow, make more seeds, and die; and b. animals are born, develop and grow, produce young, and die.
Student Objectives:
- Identify plants and animals as living things
- Name the basic needs of both plants and animals
- Describe the ways in which an organism's habitat provides for its basic needs
Social Studies: Unit 5: Chronologically Speaking
Essential Question:
Why is it important to correctly use words and phrases related to chronology and time?
Overview:
Students will learn and understand why it is important to correctly use words and phrases related to chronology and time. Students will use these words to show how events relate to one another in time.
Focus Standards:
PreK-K 2. Use correctly words and phrases related to chronology and time (now, long ago, before, after, morning, afternoon, night, today, tomorrow, yesterday, last or next week, month, year; and present, past, and future tense of verbs.)
Student Objectives:
- Students will be able correctly use words and phrases when relating it to chronology and time.
- Students will be able to use these words to show how events relate to one another in time.