Kindergarten
Program Scope and Sequence for Kindergarten
Courses
English Language Arts
Kindergarten ELA Overview
First Nine Weeks
Overview
In Fundations Unit 1 Weeks 1-7, students will learn the letter-keyword-sound for letters: t, b, f, n, m, i, u, c, o, a, g, d, s, e, r. Students will learn the letter formation for each of these letters. Students will also begin phonemic awareness instruction with rhyming and initial and final sound awareness in one-syllable words. Students will begin working on concepts of print by learning how to discern the separate words in dictated sentence, capitalization and punctuation.
The first Module of Wit and Wisdom introduces students to the five senses and how they help humans and readers experience and learn about the world. Students become aware of how writers and artists tap into the five senses to communicate experience and how they, as readers, rely on their own senses to process information and learn. They gain knowledge of how texts’ words and illustrations work together to provide rich, sensory experiences. Module 1 also introduces students to text-based informative writing. They learn to unpack prompts and respond orally and in writing, collect evidence to answer a question, draw in response to texts, and use sentence frames to construct complete sentences.
Unit
North Carolina Standards
Parent/Family Resources
Fundations Unit 1, Weeks 1-7
38 Lessons
RF.K.1: Demonstrate understanding of the organization and basic features of print.
RF.K.2: Print upper- and lowercase letters.
RF.K.3: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.4 Know and apply grade-level phonics and word analysis skills in decoding words.
Orientation (English)
Orientation (Spanish)
Unit 1 Week 1 (English)
Unit 1 Week 1 (Spanish)
Unit 1 Week 2 (English)
Unit 1 Week 2 (Spanish)
Unit 1 Week 3 (English)
Unit 1 Week 3 (Spanish)
Unit 1 Week 4 (English)
Unit 1 Week 4 (Spanish)
Unit 1 Week 5 (English)
Unit 1 Week 5 (Spanish)
Unit 1 Week 6 (English)
Unit 1 Week 6 (Spanish)
Unit 1 Week 7 (English)
Unit 1 Week 7 (Spanish)
Module One: The Five Senses
31 Lessons
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.2: With prompting and support, retell familiar stories, including key details.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RL.K.4: With prompting and support, ask and answer questions about words in a text that suggest feelings or appeal to the senses
RL.K.5: Recognize common types of text
RL.K.6: With prompting and support, define the role of the author and illustrator in telling a story
RL.K.7: With prompting and support, describe how the words and illustrations work together to tell a story
RL.K.10: Actively engage in group reading activities with purpose and understanding
RI.K.1: With prompting and support, ask and answer questions about key details in a text.
RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.K.4: With prompting and support, ask and answer questions about words in a text.
RI.K.5: Identify the front cover, back cover, and title page of a book.
RI.K.6: With prompting and support, define the role of the author and illustrator in presenting the ideas or information in a text.
RI.K.7: With prompting and support, describe how the words and illustrations work together to provide information.
RI.K.9: With prompting and support, identify the basic similarities in and differences between two texts on the same topic.
RI.K.10: Actively engage in group reading activities with purpose and understanding.
SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups
SL.K.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.
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
SL.K.4: Speak audibly and express thoughts, feelings, and ideas clearly.
W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Welcome Letter - English
Welcome Letter - Spanish
Module 1 Parent Letter - English
Module 1 Parent Letter - Spanish'
Family Overview - English
Family Overview - Spanish
NC Department of Instruction: Children's Reading Initiative
Kindergarten ELA Parent Guide - English
Kindergarten ELA Parent Guide - Spanish
Second Nine Weeks
Overview
In Fundations Unit 1 Weeks 8-12, students will learn the letter-keyword-sound for letters: p, j, l, h, k, v, w, y, x, z, and q. Students will continue to learn the letter formation for each of these letters. Students will also begin phonemic awareness instruction with rhyming and initial and final sound awareness in one-syllable words. Students will begin working on concepts of print by learning how to discern the separate words in dictated sentence, capitalization and punctuation. In Unit 2, students will deepen their phonemic awareness skills by blending, segmenting, and manipulating sounds in three sound, short vowel words. Students will also learn how to form uppercase letters A-Z.
The second module of Wit and Wisdom, Once upon a Farm, students explore the elements and craft of good stories through a group of texts united by a familiar and classic setting: the farm. Informational texts about farm animals and life on a farm activate and build content knowledge. Students turn their focus to classic stories such as The Little Red Hen, The Three Billy Goats Gruff, and Three LIttle Pigs to discover the universal elements of well-crafted stories.
In module two, students continue to build on their informative writing skills as they write about story elements in their reading. This focus helps them develop the content knowledge and skills to write their own text-based narrative. Students build independence in writing with phonetic spelling, sentence organizers, word lists, and alphabet strips.
Unit
North Carolina Standards
Parent/Family Resources
Fundations Unit 1, Weeks 8-12
Unit 2
45 Lessons
RF.K.1: Demonstrate understanding of the organization and basic features of print.
RF.K.2: Print upper- and lowercase letters.
RF.K.3: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.4: Know and apply grade-level phonics and word analysis skills in decoding words.
Module Two: Once Upon a Farm
32 Lessons
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.2: With prompting and support, retell familiar stories, including key details.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RL.K.4: With prompting and support, ask and answer questions about words in a text that suggest feelings or appeal to the senses
RL.K.5: Recognize common types of text
RL.K.6: With prompting and support, define the role of the author and illustrator in telling a story
RL.K.7: With prompting and support, describe how the words and illustrations work together to tell a story
RL.K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
RL.K.10: Actively engage in group reading activities with purpose and understanding
RI.K.1: With prompting and support, ask and answer questions about key details in a text.
RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.K.4: With prompting and support, ask and answer questions about words in a text.
RI.K.5; Identify the front cover, back cover, and title page of a book.
RI.K.6: With prompting and support, define the role of the author and illustrator in presenting the ideas or information in a text.
RI.K.7: With prompting and support, describe how the words and illustrations work together to provide information.
RI.K.9: With prompting and support, identify the basic similarities in and differences between two texts on the same topic.
RI.K.10: Actively engage in group reading activities with purpose and understanding.
W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loose
W.K.6: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Sl.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.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.
SL.K.4: Speak audibly and express thoughts, feelings, and ideas clearly.
Third Nine Weeks
Overview
In Fundations Unit 3, students will continue to blend and read three sound words, both read (ex: cat) and nonsense (ex: lub). Students will begin to distinguish long and short vowel sounds. Students will begin to learn Trick Words, which are words that don’t follow normal spelling patterns and should be memorized. In Unit 4, students will be introduced to digraphs (two consonants that stick together to form one sound): wh, ch, sh, th, and ck. Students will read and spell three sound words with digraphs (ex: chop, bath).
In module three of Wit and Wisdom, America, Then and Now, students will investigate ways in which life in America has changed over time. They read about author Cynthia Rylant’s Appalachian childhood; changes in home life, school life, transportation, and communication in the informative Then and Now series; the inventions and influence of Benjamin Franklin; and how a fictional, personified little house experiences change around her.
In module three, students will hone informative writing skills through their study of informational texts. Using a writing model, they learn how to write a topic statement and develop it with information from a text.
Unit
North Carolina Standards
Parent/Family Resources
Fundations Units 3-4
50 Lessons
RF.K.1: Demonstrate understanding of the organization and basic features of print.
RF.K.2: Print upper- and lowercase letters.
RF.K.3: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.4: Know and apply grade-level phonics and word analysis skills in decoding words.
Module Three: America, Then and Now
30 Lessons
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.2: With Prompting and support, retell familiar stories including key details
RL.K.3: With prompting and support, identify characters, settings, and major events in a story
RL.K.4: With prompting and support, ask and answer questions about words in a text that suggest feelings or appeal to the senses
RL.K.5: Recognize common types of text
RL.K.6: With prompting and support, define the role of the author and illustrator in telling a story
RL.K.7: With prompting and support, describe how the words and illustrations work together to tell a story
RL.K.10: Actively engage in group reading activities with purpose and understanding.
RI.K.1: With prompting and support, ask and answer questions about key details in a text.
RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.K.4: With prompting and support, ask and answer questions about words in a text.
RI.K.5; Identify the front cover, back cover, and title page of a book.
RI.K.6: With prompting and support, define the role of the author and illustrator in presenting the ideas or information in a text.
RI.K.7: With prompting and support, describe how the words and illustrations work together to provide information.
RI.K.9: With prompting and support, identify the basic similarities in and differences between two texts on the same topic.
RI.K.10: Actively engage in group reading activities with purpose and understanding.
W.K.1: Uses a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader teh topic or the name of the book they are writing about and state an opinion or preference about the topic or book.
W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loose
W.K.5: Participate in shared research and writing projects
W.K.6: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Sl.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.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.
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.
Fourth Nine Weeks
Overview
In Fundations Unit 5, students will read and write short sentences from dictation. Students will continue to work on reading sentences fluently. Students will continue to learn and memorize new trick words to help in reading and spelling.
In Module 4 of Wit and Wisdom, The Continents, students are invited to contemplate the world’s splendor as they examine Earth’s seven continents. Informational texts about each continent highlight the continents’ unique natural features, animals, and activities. African and South American folktales invite students to explore animals and aspects of culture on each of these continents. Maps and visual art provide additional perspectives of the continents and develop students’ abilities to read and analyze visual texts.
In this module, students focus on opinion writing, learning how to state an opinion and support it with information from the text. They
share their writing with peers, learn how to give feedback, and reflect on feedback to improve their own writing.
Unit
North Carolina Standards
Parent/Family Resources
Fundations Units 4-5
35 Lessons
RF.K.1: Demonstrate understanding of the organization and basic features of print.
RF.K.2: Print upper- and lowercase letters.
RF.K.3: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.4: Know and apply grade-level phonics and word analysis skills in decoding words.
Module Four: The Continents
36 Lessons
RL.K.4: With prompting and support, ask and answer questions about words in a text that suggest feelings or appeal to the senses.
RL.K.5: Recognize common types of texts.
RL.K.7: With prompting and support, describe how the words and illustrations work together to tell a story.
RI.K.7 With prompting and support, describe how the words and illustrations work together to provide information
RI.K.9: With prompting and support, identify basic similarities in and differences between two texts on the same topic
W.K.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book.
W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
W.K.5: Participate in shared investigation of grade appropriate topics and writing projects. W.K.6 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
W.K.6: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.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.
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
SL.K.4: Speak audibly and express thoughts, feelings, and ideas clearly.
Mathematics
Kindergarten Math Overview
First Nine Weeks
Overview
In module 1, students will participate in counting experiences that integrate the four parts of the number core: number sequence, cardinality, one-to-one correspondence, and written number symbols. Students connect sorting a group into parts and decomposing numbers.
Unit
North Carolina Standards
Parent/Family Resources
Module 1
Counting and Cardinality
33 lessons
NC.K.CC.1 - Know number names and recognize patterns in the counting sequence by:
• Counting to 100 by ones.
• Counting to 100 by tens
NC.K.CC.3 - Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no objects.
NC.K.CC.4 - Understand the relationship between numbers and quantities.
• When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one-to-one correspondence).
• Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality).
• State the number of objects in a group of up to 5 objects, without counting the objects (perceptual subitizing).
NC.K.CC.5 - Count to answer “How many?” in the following situations:
• Given a number from 1–20, count out that many objects.
• Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater.
• Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many.
• Given 10 objects in a scattered arrangement, identify how many.
NC.K.OA.1- Represent addition and subtraction, within 10:
• Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions.
• Demonstrate understanding of addition and subtraction by making connections among representations.
NC.K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Second Nine Weeks
Overview
In module 2, students will analyze and describe two- and three-dimensional shapes by considering their attributes. This allows students to identify shapes in the world and create their own examples through building and drawing. In module 3, students will describe and compare measurable attributes. Using direct comparison, students will compare the length and weight of objects. They will develop a toolbox of strategies to compare sets and numbers within 10.
Unit
North Carolina Standards
Parent/Family Resources
Module 2
Two- and Three- Dimensional Shapes
16 lessons
NC.K.CC.1 - Know number names and recognize patterns in the counting sequence by:
• Counting to 100 by ones.
• Counting to 100 by tens
NC.K.CC.2 - Count forward beginning from a given number within the known sequence, instead of having to begin at 1.
NC.K.CC.3 - Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no objects.
NC.K.CC.4 - Understand the relationship between numbers and quantities.
• When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one-to-one correspondence).
• Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality).
• State the number of objects in a group of up to 5 objects, without counting the objects (perceptual subitizing).
NC.K.CC.5 - Count to answer “How many?” in the following situations:
• Given a number from 1–20, count out that many objects.
• Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater.
• Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many.
• Given 10 objects in a scattered arrangement, identify how many.
NC.K.G.1 - Describe objects in the environment using names of shapes, and describe the relative positions of objects using positional terms.
NC.K.G.2 - Correctly name squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres regardless of their orientations or overall size.
NC.K.G.3 - Identify squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres as two-dimensional or three-dimensional
NC.K.G.4 - Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, attributes and other properties.
NC.K.G.5 - Model shapes in the world by:
• Building and drawing triangles, rectangles, squares, hexagons, circles.
• Building cubes, cones, spheres, and cylinders.
Module 3
Comparison
22 lessons
NC.K.CC.1 - Know number names and recognize patterns in the counting sequence by:
• Counting to 100 by ones.
• Counting to 100 by tens
NC.K.CC.2 Count forward beginning from a given number within the known sequence, instead of having to begin at 1.
NC.K.CC.3 - Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no objects.
NC.K.CC.4 - Understand the relationship between numbers and quantities.
• When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one-to-one correspondence).
• Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality).
• State the number of objects in a group of up to 5 objects, without counting the objects (perceptual subitizing).
NC.K.CC.5 - Count to answer “How many?” in the following situations:
• Given a number from 1–20, count out that many objects.
• Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater.
• Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many.
• Given 10 objects in a scattered arrangement, identify how many.
NC.K.CC.6 - Identify whether the number of objects, within 10, in one group is greater than, less than, or equal to the number of objects in another group, by using matching and counting strategies.
NC.K.CC.7 - Compare two numbers, within 10, presented as written numerals.
NC.K.MD.1 - Describe measurable attributes of objects; and describe several different measurable attributes of a single object.
NC.K.MD.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.
NC.K.MD.3 - Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Third Nine Weeks
Overview
In module 4, students will explore part-total relationships as they compose and decompose shapes and numbers in more than one way. They will represent the quantities and relationships in story problems with objects, fingers, drawings, and number bonds. In Module 5, students will develop a conceptual understanding of addition and subtraction. They will represent situations with number sentences and model story problems in various ways.
Unit
North Carolina Standards
Parent/Family Resources
Module 4
Composition and Decomposition
18 lessons
NC.K.CC.1 - Know number names and recognize patterns in the counting sequence by:
• Counting to 100 by ones.
• Counting to 100 by tens
NC.K.CC.2 Count forward beginning from a given number within the known sequence, instead of having to begin at 1.
NC.K.CC.3 - Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no objects.
NC.K.CC.4 - Understand the relationship between numbers and quantities.
• When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one-to-one correspondence).
• Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality).
• State the number of objects in a group of up to 5 objects, without counting the objects (perceptual subitizing).
NC.K.CC.5 - Count to answer “How many?” in the following situations:
• Given a number from 1–20, count out that many objects.
• Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater.
• Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many.
• Given 10 objects in a scattered arrangement, identify how many.
NC.K.OA.1- Represent addition and subtraction, within 10:
• Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions.
• Demonstrate understanding of addition and subtraction by making connections among representations.
NC.K.OA.2 - Solve addition and subtraction word problems, within 10, using objects or drawings to represent the problem, when solving:
• Add to/Take From-Result Unknown
• Put Together/ Take Apart (Total Unknown and Two Addends Unknown)
NC.K.OA.3 - Decompose numbers less than or equal to 10 into pairs in more than one way using objects or drawings, and record each decomposition by a drawing or expression.
NC.K.G.6 - Compose larger shapes from simple shapes
Module 5
Addition and Subtraction
27 lessons
NC.K.CC.1 - Know number names and recognize patterns in the counting sequence by:
• Counting to 100 by ones.
• Counting to 100 by tens
NC.K.CC.2 Count forward beginning from a given number within the known sequence, instead of having to begin at 1.
NC.K.CC.3 - Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no objects.
NC.K.CC.4 - Understand the relationship between numbers and quantities.
• When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one-to-one correspondence).
• Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality).
• State the number of objects in a group of up to 5 objects, without counting the objects (perceptual subitizing).
NC.K.CC.5 - Count to answer “How many?” in the following situations:
• Given a number from 1–20, count out that many objects.
• Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater.
• Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many.
• Given 10 objects in a scattered arrangement, identify how many.
NC.K.OA.1- Represent addition and subtraction, within 10:
• Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions.
• Demonstrate understanding of addition and subtraction by making connections among representations.
NC.K.OA.2 - Solve addition and subtraction word problems, within 10, using objects or drawings to represent the problem, when solving:
• Add to/Take From-Result Unknown
• Put Together/ Take Apart (Total Unknown and Two Addends Unknown)
NC.K.OA.3 - Decompose numbers less than or equal to 10 into pairs in more than one way using objects or drawings, and record each decomposition by a drawing or expression.
NC.K.OA.4 - For any number from 0 to 10, find the number that makes 10 when added to the given number using objects or drawings, and record the answer with a drawing or expression.
NC.K.OA.5 - Demonstrate fluency with addition and subtraction within 5.
NC.K.OA.6 - Recognize and combine groups with totals up to 5 (conceptual subitizing).
NC.K.G.6 - Compose larger shapes from simple shapes
Fourth Nine Weeks
Overview
In module 6, students will compose and decompose numbers 11 to 20 as 10 ones and some more ones in various contexts. As they count to 100 by tens and ones, students will explore patterns in the number sequence. This prepares them for continued work with the base ten number system.
Unit
North Carolina Standards
Parent/Family Resources
Module 6
Place Value Foundations
24 lessons
NC.K.CC.1 - Know number names and recognize patterns in the counting sequence by:
• Counting to 100 by ones.
• Counting to 100 by tens
NC.K.CC.2 Count forward beginning from a given number within the known sequence, instead of having to begin at 1.
NC.K.CC.3 - Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no objects.
NC.K.CC.4 - Understand the relationship between numbers and quantities.
• When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one-to-one correspondence).
• Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality).
• State the number of objects in a group of up to 5 objects, without counting the objects (perceptual subitizing).
NC.K.CC.5 - Count to answer “How many?” in the following situations:
• Given a number from 1–20, count out that many objects.
• Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater.
• Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many.
• Given 10 objects in a scattered arrangement, identify how many.
NC.K.OA.1- Represent addition and subtraction, within 10:
• Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions.
• Demonstrate understanding of addition and subtraction by making connections among representations.
NC.K.NBT.1 - Compose and decompose numbers from 11 to 19 into ten ones and some further ones by:
• Using objects or drawings.
• Recording each composition or decomposition by a drawing or expression.
• Understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Science
Kindergarten Science Overview
Life Science
Overview
In Life Science, students will understand the characteristics of living and nonliving things, how animals use their body parts, and the similarities and differences among various types of the same animal and plant.
Unit
North Carolina Standards
Parent/Family Resources
From Molecules to Organisms – Structures and Processes
LS.K.1 Understand the characteristics of living organisms and nonliving things.
LS.K.1.1 Engage in argument from evidence to summarize the characteristics of living organisms and nonliving things in terms of their: structure, growth, changes, movement, basic needs.
LS.K.1.2 Use models to exemplify how animals use their body parts to obtain food and other resources, protect themselves, and move from place to place.
Heredity – Inheritance and Variation of Traits
LS.K.2 Understand characteristics of organisms that make them alike and different.
LS.K.2.1 Analyze and interpret data to compare the characteristics of different types of the same animal to determine individual similarities and differences.
LS.K.2.2 Analyze and interpret data to compare the characteristics of different types of the same plant to determine individual similarities and differences.
Physical Science
Overview
In Physical Science, students will understand how objects and materials are described and used based on their physical properties, and how their positions and motions are observed and compared in the environment.
Unit
North Carolina Standards
Parent/Family Resources
Matter and its Interactions
PS.K.1 Understand how objects are described based on their physical properties and how they are used.
PS.K.1.1 Analyze and interpret data to classify objects by physical properties (size, color, shape, texture, weight and flexibility).
PS.K.1.2 Engage in argument from evidence to summarize how different materials (clay, wood, cloth, paper, etc.) are used based on their physical properties.
Motion and Stability – Forces and Interactions
PS.K.2 Understand the positions and motions of objects and organisms observed in the environment.
PS.K.2.1 Use models to compare the relative position of various objects observed in the classroom and outside using position words such as: in front of, behind, between, on top of, under, above, below, beside.
PS.K.2.2 Carry out investigations to illustrate different ways objects and organisms move (to include falling to the ground when dropped): straight, zigzag, round and round, back and forth, fast and slow.
Earth & Space Science
Overview
In Earth & Space Science, students will understand and analyze weather patterns and changes over time using data interpretation, mathematical summaries, and communication of seasonal differences.
Unit
North Carolina Standards
Parent/Family Resources
Earth’s Systems
ESS.K.1 Understand changes and observable patterns of weather that occur from day to day and throughout the year.
ESS.K.1.1 Analyze and interpret data to compare changes in the environment due to weather.
ESS.K.1.2 Use mathematics and computational thinking to summarize daily weather conditions, noting changes that occur from day to day and throughout the year.
ESS.K.1.3 Obtain, evaluate, and communicate information to compare weather patterns that occur from season to season.
Social Studies
Overview
In this course, students will learn how they are connected to the world around them.
Unit
North Carolina Standards
Parent/Family Resources
Civics and Government
First Nine Weeks
K.B.1.3 Summarize stories that illustrate how positive character traits such as empathy, resilience, and respect, help people contribute to their communities.
Geography and Behavioral Sciences
Second Nine Weeks
K.G.1.3 Identify locations in the classroom, community, and around the world with positional words.
Health and PE
Kindergarten Health and PE Overview
Healthful Living
Overview
The Healthful Living Education (K-12 Health and Physical Education) promotes behaviors that contribute to a healthy lifestyle and improved quality of life for all students. The Healthful Living curriculum supports and reinforces the goals and objectives of its two major components health and physical education. When fully integrated, the NHCS Health and Physical Education curriculum not only empowers students to lead an active and healthy lifestyle but also instills positive and encouraging attitudes towards physical activity and lifelong fitness.
Unit
North Carolina Standards
Clarifying Objectives
KINDERGARTEN
Mental and Emotional Health
(MEH)
K.MEH.1 Remember the association of healthy expression of emotions, mental health, and healthy behavior.
K.MEH.1.1 Recognize feelings and ways of expressing them.
K.MEH.1.2 Recall stressors and stress responses. K.MEH.1.3 Illustrate personal responsibility for actions and possessions.
KINDERGARTEN
Personal and Consumer Health
(PCH)
K.PCH.1 Apply measures for cleanliness and disease prevention.
K.PCH.2 Understand necessary steps to prevent and respond to unintentional injury.
K.PCH.1.1 Use steps of correct hand washing at appropriate times throughout the day.
K.PCH.1.2 Illustrate proper tooth brushing techniques.
K.PCH.1.3 Explain rationale for not sharing hygiene products (combs, brushes, toothbrushes).
K.PCH.2.1 Recognize the meanings of traffic signs and signals.
K.PCH.2.2 Explain the benefits of wearing seat belts and bicycle helmets.
K.PCH.2.3 Illustrate how to get help in an emergency.
K.PCH.2.4 Identify appropriate responses to warning signs, sounds, and labels.
KINDERGARTEN
Interpersonal Communication and Relationships
(ICR)
K.ICR.1 Understand healthy and effective interpersonal communication and relationships.
K.ICR.1.1 Explain reasons for sharing.
K.ICR.1.2 Compare people in terms of what they have in common and how they are unique.
K.ICR.1.3 Summarize protective behaviors to use when approached by strangers.
K.ICR.1.4 Recognize bullying, teasing, and aggressive behaviors and how to respond.
KINDERGARTEN
Nutrition and Physical Activity
(NPA)
K.NPA.1 Understand My Plate as a tool for selecting nutritious foods.
K.NPA.2 Understand the importance of consuming a variety of nutrient dense foods and beverages in moderation.
K.NPA.1.1 Classify foods by groups in My Plate.
K.NPA.1.2 Recall foods and beverages beneficial to teeth and bones.
K.NPA.1.3 Recall activities for fitness and recreation during out of school hours.
K.NPA.2.1 Recognize nutrient-dense foods in a list of foods that are culturally diverse.
K.NPA.2.2 Summarize the importance of a healthy breakfast and lunch.
KINDERGARTEN
Alcohol, Tobacco, and Other Drugs
(ATOD)
K.ATOD.1 Understand how to use household products and medicines safely.
K.ATOD.1.1 Explain what is likely to happen if harmful household products are ingested or inhaled.
K.ATOD.1.2 Classify things found around the house as medicinal drugs or other (e.g. candy).
K.ATOD.1.3 Identify adults and professionals who can be trusted to provide safety information about household products and medicines.
K.ATOD.1.4 Use appropriate strategies to access help when needed in emergencies involving household products and medicines.
Physical Education
Overview
The Healthful Living Education (K-12 Health and Physical Education) promotes behaviors that contribute to a healthy lifestyle and improved quality of life for all students. The Healthful Living curriculum supports and reinforces the goals and objectives of its two major components health and physical education. When fully integrated, the NHCS Health and Physical Education curriculum not only empowers students to lead an active and healthy lifestyle but also instills positive and encouraging attitudes towards physical activity and lifelong fitness.
Unit
North Carolina Standards
Clarifying Objectives
KINDERGARTEN
Motor Skills
(MS)
Apply competent motor skills and movement patterns needed to perform a variety of physical activities.
PE.K.MS.1.1 Execute recognizable forms of the basic locomotor skills.
PE.K.MS.1.2 Use recognizable forms of the basic manipulative skills.
PE.K.MS.1.3 Create transitions between sequential locomotor skills.
PE.K.MS.1.4 Use non-locomotor and locomotor skills in response to even and uneven rhythms in order to integrate beat awareness.
KINDERGARTEN
Movement Concepts
(MC)
Understand concepts, principles, strategies, and tactics that apply to the learning and performance of movement.
PE.K.MC.2.1 Understand the meaning of words and terms associated with movement.
PE.K.MC.2.2 Identify one or more of the essential elements of correct form for the five fundamental manipulative skills.
PE.K.MC.2.3 Use teacher feedback to improve basic motor performance.
PE.K.MC.2.4 Illustrate activities that increase heart rate.
KINDERGARTEN
Health-Related Fitness
(HF)
Understand the importance of achieving and maintaining a health-enhancing level of physical fitness.
PE.K.HF.3.1 Recognize one or more of the five health-related fitness assessments and the associated exercises.
PE.K.HF.3.2 Identify opportunities for increased physical activity.
PE.K.HF.3.3 Select moderate-to-vigorous physical activity (MVPA) and sustain for periods of accumulated time.
KINDERGARTEN
Personal/Social Responsibility
(PR)
Use behavioral strategies that are responsible and enhance respect of self and others and value activity.
PE.K.PR.4.1 Use basic strategies and concepts for working cooperatively in group settings.
PE.K.PR.4.2 Understand how social interaction can make activities more enjoyable.
PE.K.PR.4.3 Use safe practices when engaging in physical education activities.