Janeen McCarthy
Kindergarten Teacher
Ridgely Elementary School
Springfield Public School District 186
 
Ridgely Learning Community:
A Century of Pride
 
 
We All Live Together!
Home Page
Teacher's Guide
Student Materials
 
Alignment Spreadsheets
 
 
Curriculum & Assessment Plan #1
I live in a house.
 
Curriculum & Assessment Plan #2
I live in a house in a neighborhood.
 
Curriculum & Assessment Plan #3
The neighborhood is a part of the city.
 
Curriculum & Assessment Plan #4
We all live together.
 
Curriculum & Assessment Plan #5
We are citizens.
 
Curriculum & Assessment Plan #6
Community Helpers
 
Curriculum & Assessment Plan #7
Our City
 
Curriculum & Assessment Plan #8
The city is in the county.
 
Curriculum & Assessment Plan #9
The county is in the state.
 
Curriculum & Assessment Plan #10
The state is a part of the U.S.A.

Curriculum & Assessment Plan #1 - I live in a house.

This lesson incorporates Kindergarten Social Studies & Language Arts standards with the integration of technology.

Grade Level: Kindergarten

Title: I live in a house.

Introductory Activity: The students will listen to the song recorded by Greg Scelsa, "We All Live Together". The teacher will read to the class the computer Discis book, My House.

Goal: The students will draw their house, write about their picture and will be able to read their writing to the teacher and class.

Standard/Benchmark: State/District 186 Standards  
Language Arts - Goal 1 - Read with understanding and fluency.
Standard C: Comprehends a broad range of reading materials
- Benchmark: Ask and answer questions about what is read.

Language Arts - Goal 3 - Write to communicate for a variety of purposes.

Standard A: Use correct spelling, grammar, punctuation, and capitalization.
- Benchmark: Use pictures and print to convey meaning.
Standard B: Compose well-organized and coherent writing.
- Benchmark: Write a complete thought. Read own writing to audience.
Standard C: Communicate ideas in writing to accomplish a variety of purposes and audiences.
Write about experiences, stories, people, objects or events.
Language Arts - Goal 4 - Listen and speak effectively in a variety of situations.
Standard A: Listen effectively in formal and informal situations.
- Benchmark: Listen for a variety of purposes.
Standard B: Speak effectively using language appropriate to the situation and audience.
- Benchmark: Follow rules for conversation
- Benchmark: Participate in informal conversations with peers and adults, classroom discussions, story time.
Language Arts - Goal 5 - Use the language arts to acquire, assess, and communicate information.
Standard A: Ask and answer questions about what is read.
- Benchmark: Locate, organize and use information from various sources to answer questions, solve problems and communicate ideas.
Social Studies - Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Standard A: Locate, describe and explain places, regions, and features on the earth using geographic terms, methods and representations.

Ideas for thematic integration: Expanding on the ideas presented in this lesson the teacher will connect this Social Studies curriculum with a Balanced Literacy Program which will enable the students to continue to build on this knowledge and discover additional information through Read Alouds, Shared Readings, Guided Reading, and Independent Reading. The teacher will also make connections during Modeled Writing, Shared Writing, Interactive Writing, and Writing Workshop time.

Technology focus: Discis book - My House

Materials: record player, record by Greg Scelsa, "We All Live Together", computer, Discis book- My House, paper, pencil, crayons, and writing workshop notebook.

Procedures: After reading the discis book the class will then discuss the house in the story and compare it to what their house looks like. Each student will draw a picture and write about the house they live in. The students will use Writing Workshop time to complete their picture and writing. Then each student will share his/her own writing with the teacher and the rest of the class during shared writing time.

Rubric for Declarative Knowledge
Assessment Options: Specific tools used to assess the knowledge & processes.
4 - Demonstrates a thorough understanding of the important information; is able to apply or exemplify that information in a way that reflects an understanding of complex, subtle relationships and distinctions; when asked, can explain the information with significant detail.
 
Student work at this level has all of the following characteristics: Draw, write, and read/tell about their home.
3 - Demonstrates an understanding of the important information; is able to apply or exemplify that information appropriately; when asked, can explain the information with adequate detail; any omissions are not significant
 
Student work at this level has all of the following characteristics: Draw, and tell about their home.
2 - Demonstrates an incomplete understanding of the important information; misapplies some information or, when asked, explains some of the information accurately but also has some significant misconceptions or omissions.
 
Student work at this level has all of the following characteristics: Draw but can not tell about their home.
1 - Demonstrates an incomplete understanding of the important information; misapplies the information or, when asked, cannot explain the information or the explanation contains multiple severe misconceptions or omissions.
 
Student work at this level has all of the following characteristics: Can not draw or tell about their home.

Samples of students work and grading Rubric.
Extension: Students will take turns creating a picture of their house in the KidPix program. This activity is really beneficial for those students that earn a 1 on the above Rubric. I found that it helped them to succeed with the use of the computer. The teacher will help the student type in the sentence that they wrote and shared with the class during this lesson. Sample KidPix picture:
 

Note: The teacher will need to take notes during the sharing time of this lesson so that he/she knows what each student shared so that it can be edited and written out for the student to type into the computer. These pictures will then be put together to make a Slideshow for the class to enjoy.

 

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Curriculum & Assessment Plan #2

This lesson incorporates Kindergarten Social Studies & Language Arts standards with the integration of technology.

Grade Level: Kindergarten

Title: I live in a house in a neighborhood.

Introductory Activity: The students will listen to and practice singing the song "We All Live Together". The students will then share their KidPix picture of their house as the class watches their "I live in a house" slideshow.

Goal: The students will learn that each child live in a neighborhood, and the people who live in their neighborhood are their neighbors. The students will learn his/her address. The teacher/assistant will work with each student on their address using the address song. "My name is _____ _____, I live at ---- _____ St., Springfield, Illinois."

Standard/Benchmark: State/District 186 Standards  
 
Language Arts - Goal 3 - Write to communicate for a variety of purposes.
Standard A: Use correct spelling, grammar, punctuation, and capitalization.
- Benchmark: Use pictures and print to convey meaning.
Standard B: Compose well-organized and coherent writing.
- Benchmark: Write a complete thought. Read own writing to audience.
Standard C: Communicate ideas in writing to accomplish a variety of purposes and audiences.
Write about experiences, stories, people, objects or events.
Language Arts - Goal 4 - Listen and speak effectively in a variety of situations.
Standard A: Listen effectively in formal and informal situations.
- Benchmark: Listen for a variety of purposes.
Standard B: Speak effectively using language appropriate to the situation and audience.
- Benchmark: Follow rules for conversation
- Benchmark: Participate in informal conversations with peers and adults, classroom discussions, story time.
Language Arts - Goal 5 - Use the language arts to acquire, assess, and communicate information.
Standard A: Ask and answer questions about what is read.
- Benchmark: Locate, organize and use information from various sources to answer questions, solve problems and communicate ideas.
Social Studies - Goal 17 Understand world geography and the effects of geography on society, with an emphasis on the United States.

Standard A: Locate, describe and explain places, regions, and features on the earth using geographic terms, methods and representations.

- Benchmark: Identify and use map symbols.

Ideas for thematic integration: Expanding on the ideas presented in this lesson the teacher will connect this Social Studies curriculum with a Balanced Literacy Program which will enable the students to continue to build on this knowledge and discover additional information through Read Alouds, Shared Readings, Guided Reading, and Independent Reading. The teacher will also make connections during Modeled Writing, Shared Writing, Interactive Writing, and Writing Workshop time.

Technology focus: Neighborhood Map Machine and a drawing and writing program -KidPix.

Materials: record player, record by Greg Scelsa, "We All Live Together", "I live in a house" slideshow, computer, TV, LTV hookup, KidPix program, and Neighborhood Map Machine software. Paper, pencil, crayons, and writers workshop notebook are also needed.

Procedures: The teacher will explain to the class that neighbors are people who live near you. Neighbors can do different things together. The class will discuss some of the activities that they do with their neighbors. The teacher will then discuss that neighbors live in a place called a neighborhood. Students will share different characteristics of their own neighborhood with the rest of the class. Through this discussion the students will learn that all neighborhoods can be both similar and different in many ways. The teacher will discuss with the students characteristics of their neighborhoods. The class will make a neighborhood map on the computer using the program, Neighborhood Map Machine, to show some of the things that are in their neighborhoods. The map keys along with guiding questions will help the students think of things such as: houses, trees, animals, other buildings, and play areas. The teacher will print of and display the class map for the students to use later if needed. The students will also begin to learn their addresses. The teacher/assistant will work with each student on his/her address using the address song. "My name is _____ _____, I live at ---- _____ St., Springfield, Illinois." Sample page:

The student will take turns typing their name and address into the computer with the help of the teacher/assistant. The students will then work on a hand drawn map of their own neighborhood at the top of their KidPix page that they have put their name and address on. The students will share their maps with the class during shared writing time.

Rubric for Declarative Knowledge
Assessment Options: Specific tools used to assess the knowledge & processes.
4 - Demonstrates a thorough understanding of the important information; is able to apply or exemplify that information in a way that reflects an understanding of complex, subtle relationships and distinctions; when asked, can explain the information with significant detail.
 
Student work at this level has all of the following characteristics: Draw a map including 4 map symbols such as a house, a street, a tree, a flower, a car, a fire hydrant etc...
3 - Demonstrates an understanding of the important information; is able to apply or exemplify that information appropriately; when asked, can explain the information with adequate detail; any omissions are not significant
 
Student work at this level has all of the following characteristics: Draw a map including at least 3 map symbols.
2 - Demonstrates an incomplete understanding of the important information; misapplies some information or, when asked, explains some of the information accurately but also has some significant misconceptions or omissions.
 
Student work at this level has all of the following characteristics: Draw a map including at least 2 map symbols.
1 - Demonstrates an incomplete understanding of the important information; misapplies the information or, when asked, cannot explain the information or the explanation contains multiple severe misconceptions or omissions.
 
Student work at this level has all of the following characteristics: Can not draw a map including map symbols.
  • The Kindergarten Student Checklist will be marked for each students when they have learned their address, and can correctly tell the teacher his/her address - house number, street name, city, and state. Checklist

Extension: There are many different kinds of maps. Maps can be made to show what the inside of your house looks like too. Family project - Homes consist of rooms and these can also be shown on a map. Each child, with the help of his/her parent, will create a floor plan of a room(s) in their home.

Notes: The students will create a map of the floor plan inside their home using the Neighborhood Map Maker software program with help from their 4th grade friend and/or our Volunteer helpers.

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Curriculum & Assessment Plan #3

This lesson incorporates Kindergarten Social Studies & Language Arts standards with the integration of technology.

Grade Level: Kindergarten

Title: The neighborhood is a part of the city.

Introductory Activity: The students will sing their part of the address song (with the help of the teacher). The students will then draw a picture of their house on a tag that has their name and address on the back side.

Goal: The students will see how their neighborhoods are a part of the city of Springfield. The students will then learn about their city.

Standard/Benchmark: State/District 186 Standards  

Language Arts - Goal 1 - Read with understanding and fluency.
Standard C: Comprehends a broad range of reading materials
- Benchmark: Ask and answer questions about what is read.

Language Arts - Goal 3 - Write to communicate for a variety of purposes.

Standard A: Use correct spelling, grammar, punctuation, and capitalization.
- Benchmark: Use pictures and print to convey meaning.
Standard B: Compose well-organized and coherent writing.
- Benchmark: Write a complete thought. Read own writing to audience.
Standard C: Communicate ideas in writing to accomplish a variety of purposes and audiences.
Write about experiences, stories, people, objects or events.
Language Arts - Goal 4 - Listen and speak effectively in a variety of situations.
Standard A: Listen effectively in formal and informal situations.
- Benchmark: Listen for a variety of purposes.
Standard B: Speak effectively using language appropriate to the situation and audience.
- Benchmark: Follow rules for conversation
- Benchmark: Participate in informal conversations with peers and adults, classroom discussions, story time.
Language Arts - Goal 5 - Use the language arts to acquire, assess, and communicate information.
Standard A: Ask and answer questions about what is read.
- Benchmark: Locate, organize and use information from various sources to answer questions, solve problems and communicate ideas.
Social Studies - Goal 16 Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Standard A: Understanding the development of significant political events leading to holidays.
- Benchmark: Identify the significant American holidays.
- Benchmark: Use traditional and patriotic songs, poetry, and folk tales to share our heritage.
- Benchmark: Show how the museums, national symbols, and landmarks preserve and give meaning to our American heritage.
Social Studies - Goal 17 Understand world geography and the effects of geography on society, with an emphasis on the United States.
Standard A: Locate, describe and explain places, regions, and features on the earth using geographic terms, methods and representations.
- Benchmark: Identify and use map symbols.
 

Ideas for thematic integration: Expanding on the ideas presented in this lesson the teacher will connect this Social Studies curriculum with a Balanced Literacy Program which will enable the students to continue to build on this knowledge and discover additional information through Read Alouds, Shared Readings, Guided Reading, and Independent Reading. The teacher will also make connections during Modeled Writing, Shared Writing, Interactive Writing, and Writing Workshop time.

Technology focus: "Lincoln" Laser Disc, Websites: Springfield, Online information, Weather Information

Materials: Wall size city map with all of the streets listed, address tags, clips, Springfield Visitor Information Map, paper, pencil, crayons, and writing workshop notebook, "Lincoln" Laser Disc, Laser Disc player, computer with Internet access.

Procedures: After the students have drawn a picture of their house on a tag that has their name and address on the back side, the teacher will help them locate their street on the wall size city map. Each student will clip their tag on their neighborhood to show the students how the neighborhoods that the students live in are all a part of the city. Each student will be given a city map that the Springfield Illinois Convention & Visitors Bureau gives out. On the front side of the map, 32 of Springfield's area attractions are shown, and the back of the map has a map key that lists the 32 attractions and tells something about each one of them. The teacher will go over the map and the key with the class. The teacher will share background information with the class about Abraham Lincoln and why his picture is on the front of the map. The students will then play a map game finding the sites as the teacher calls them out. After playing the game the teacher will share with the class the "Lincoln" Laser Disc and several Websites: Springfield, Online information, Weather Information.

Assessment Options: Specific tools used to assess the knowledge & processes.

Each student will be informally assessed by their participation in the map game and through their contributions in the class discussion. Formal assessment will take place at the end of the unit.

Extension: The teacher will then share the following Websites: Springfield, Online information, Weather Information.

Notes:

  • Lincoln facts and stories will be shared as the main ideas for thematic integration.
  • The Kindergarten Student Checklist will be marked for each students when they have learned their address, and can correctly tell the teacher his/her address - house number, street name, city, and state.
 

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Curriculum & Assessment Plan #4

This lesson incorporates Kindergarten Social Studies & Language Arts standards with the integration of technology.

Grade Level: Kindergarten

Title: We all live together.

Introductory Activity: The students will sing their address song and point to their own home sticker on the city map. The class will then look at some pictures of people doing different things. The teacher will lead the class in a discussion of things that people do together - (live, work and play).

Goal: This lesson will help the students understand that neighborhoods are a part of the community, and that a community is a place where people live and work together.

Standard/Benchmark: State/District 186 Standards  

Language Arts - Goal 1 - Read with understanding and fluency.
Standard C: Comprehends a broad range of reading materials
- Benchmark: Ask and answer questions about what is read.

Language Arts - Goal 3 - Write to communicate for a variety of purposes.

Standard A: Use correct spelling, grammar, punctuation, and capitalization.
- Benchmark: Use pictures and print to convey meaning.
Standard B: Compose well-organized and coherent writing.
- Benchmark: Write a complete thought. Read own writing to audience.
Standard C: Communicate ideas in writing to accomplish a variety of purposes and audiences.
Write about experiences, stories, people, objects or events.
Language Arts - Goal 4 - Listen and speak effectively in a variety of situations.
Standard A: Listen effectively in formal and informal situations.
- Benchmark: Listen for a variety of purposes.
Standard B: Speak effectively using language appropriate to the situation and audience.
- Benchmark: Follow rules for conversation
- Benchmark: Participate in informal conversations with peers and adults, classroom discussions, story time.
Language Arts - Goal 5 - Use the language arts to acquire, assess, and communicate information.
Standard A: Ask and answer questions about what is read.
- Benchmark: Locate, organize and use information from various sources to answer questions, solve problems and communicate ideas.
Social Studies - Goal 16 Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Standard B: Understand the development of social history.
- Benchmark: Recognize the cultural diversity that results from people of many ethnic backgrounds living in the same place.
Social Studies - Goal 17 Understand world geography and the effects of geography on society, with an emphasis on the United States.
Standard A: Locate, describe and explain places, regions, and features on the earth using geographic terms, methods and representations.
- Benchmark: Identify and use map symbols.
Social Studies - Goal 18 Understand social systems, with an emphasis on the United States.
Standard A: Understand the roles and interactions of individuals and groups in society.
- Benchmark: Know how a citizen helps in a community.
 

Ideas for thematic integration: Expanding on the ideas presented in this lesson the teacher will connect this Social Studies curriculum with a Balanced Literacy Program which will enable the students to continue to build on this knowledge and discover additional information through Read Alouds, Shared Readings, Guided Reading, and Independent Reading. The teacher will also make connections during Modeled Writing, Shared Writing, Interactive Writing, and Writing Workshop time.

Technology focus: Neighborhood Map Machine, KidPix community picture

Materials: Mapping program - Books about living in a community for Read Alouds and Shared Reading, Neighborhood Map Machine software, milk cartons, five foot by ten foot piece of mural paper, glue, scissors, pencil, crayons, KidPix program, and writing workshop notebook.

Procedures: Through Read Alouds and shared reading, the teacher will continue the class in a discussion of things that people do together - (live, work and play). The students will then begin to create a community as a class. First the class will revisit making a map on the computer using the program, Neighborhood Map Machine. This will remind them of some of the things a good map should have on it. The students will each make their own house out of a milk carton. When the students have finished their houses they will then begin to work on making a floor map that they can set their houses on. Students will also make additional buildings to add to their community. As the community grows the students will see that a community is made up of many neighborhoods. At Writing Workshop time the students will write about something that he/she likes to do with other people in his/her neighborhood. These will be shared during shared reading time.

Rubric for Declarative Knowledge
Assessment Options: Specific tools used to assess the knowledge & processes.
4 - Demonstrates a thorough understanding of the important information; is able to apply or exemplify that information in a way that reflects an understanding of complex, subtle relationships and distinctions; when asked, can explain the information with significant detail.
 
Student work at this level has all of the following characteristics: Draw, write, and read/tell about the things they like to do with other people.
3 - Demonstrates an understanding of the important information; is able to apply or exemplify that information appropriately; when asked, can explain the information with adequate detail; any omissions are not significant
 
Student work at this level has all of the following characteristics: Draw, and tell about the things they like to do with other people.
2 - Demonstrates an incomplete understanding of the important information; misapplies some information or, when asked, explains some of the information accurately but also has some significant misconceptions or omissions.
 
Student work at this level has all of the following characteristics: Draw but can not tell about the things they like to do with other people.
1 - Demonstrates an incomplete understanding of the important information; misapplies the information or, when asked, cannot explain the information or the explanation contains multiple severe misconceptions or omissions.
 
Student work at this level has all of the following characteristics: Can not draw or tell about the things they like to do with other people.
Students will also be assessed by their contribution to the group "community project".

Student completed their part of the individual work. (house)
X

Student participated in drawing the class floor map.
X

Student work is accurate.
X

Student used time wisely.
X
Students will work to earn all four - Xs-on their chart.

Extension: Semantic Map - The students can use KidPix to display photos and use stamps to create pictures that will be part of a bulletin board showing the people places and things that can be found in a community.

Live
Work | Our Community - People | Play

 

Notes: This community theme will grow as the unit unfolds and the students will add to their community project and their semantic map. These additions will show an understand of the many things that make up a community. The students will also see that there can be many community within and outside of their city.

 

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Curriculum & Assessment Plan #5

This lesson incorporates Kindergarten Social Studies & Language Arts standards with the integration of technology.

Grade Level: Kindergarten

Title: We are all citizens.

Introductory Activity: The students will listen to and practice singing the song "We All Live Together". The students will then share any of the community projects and the KidPix semantic maps that they have completed with the rest of the class. The teacher will have the other students ask and answer questions about each of the items shared.

Goal: The students will be able to tell about being a citizen and will be able to share some of the responsibilities that go along with being a citizen.

Standard/Benchmark: State/District 186 Standards  

Language Arts - Goal 1 - Read with understanding and fluency.
Standard C: Comprehends a broad range of reading materials
- Benchmark: Ask and answer questions about what is read.

Language Arts - Goal 3 - Write to communicate for a variety of purposes.

Standard A: Use correct spelling, grammar, punctuation, and capitalization.
- Benchmark: Use pictures and print to convey meaning.
Standard B: Compose well-organized and coherent writing.
- Benchmark: Write a complete thought. Read own writing to audience.
Standard C: Communicate ideas in writing to accomplish a variety of purposes and audiences.
Write about experiences, stories, people, objects or events.
Language Arts - Goal 4 - Listen and speak effectively in a variety of situations.
Standard A: Listen effectively in formal and informal situations.
- Benchmark: Listen for a variety of purposes.
Standard B: Speak effectively using language appropriate to the situation and audience.
- Benchmark: Follow rules for conversation
- Benchmark: Participate in informal conversations with peers and adults, classroom discussions, story time.
Language Arts - Goal 5 - Use the language arts to acquire, assess, and communicate information.
Standard A: Ask and answer questions about what is read.
- Benchmark: Locate, organize and use information from various sources to answer questions, solve problems and communicate ideas.
Social Studies - Goal 17 Understand world geography and the effects of geography on society, with an emphasis on the United States.
Standard B: Understand the relationship between geographic factors and society.
- Benchmark: Explain and practice conservation and preservation of our own nation's natural environments.
Social Studies - Goal 18 Understand social systems, with an emphasis on the United States.
Standard A: Understand the roles and interactions of individuals and groups in society.
- Benchmark: Knows what it means to be a citizen in a democracy.
- Benchmark: Know some of the duties and rights of an American citizen.
- Benchmark: Know how a citizen helps in a community.
 

Ideas for thematic integration: Expanding on the ideas presented in this lesson the teacher will connect this Social Studies curriculum with a Balanced Literacy Program which will enable the students to continue to build on this knowledge and discover additional information through Read Alouds, Shared Readings, Guided Reading, and Independent Reading. The teacher will also make connections during Modeled Writing, Shared Writing, Interactive Writing, and Writing Workshop time.

Technology focus: filmstrip Title: Civil Responsibility

Materials: Individual projects, filmstrip, pencil, crayons, and writing workshop notebook.

Procedures: The class will have a teacher guided discussion after the students have viewed the filmstrip. The class will do a Shared Writing activity listing all of the responsibilities that citizens have. The students will begin to show some understanding of the roles that people play in our community. The teacher will explain what it means to be a citizen in a democracy.

Rubric for Declarative Knowledge
Assessment Options: Specific tools used to assess the knowledge & processes.
4 - Demonstrates a thorough understanding of the important information; is able to apply or exemplify that information in a way that reflects an understanding of complex, subtle relationships and distinctions; when asked, can explain the information with significant detail.
 
Student work at this level has all of the following characteristics: Student participated in Shared Writing, wrote in his/her writing workshop notebook and was able to share entry with others. (List some of the things that he/she can do to be a good citizen.)
3 - Demonstrates an understanding of the important information; is able to apply or exemplify that information appropriately; when asked, can explain the information with adequate detail; any omissions are not significant
 
Student work at this level has all of the following characteristics: Student participated in Shared Writing, wrote in his/her writing workshop notebook, and was able to share entry with others. (List some of the things that he/she can do to be a good citizen.)
2 - Demonstrates an incomplete understanding of the important information; misapplies some information or, when asked, explains some of the information accurately but also has some significant misconceptions or omissions.
 
Student work at this level has all of the following characteristics: Student participated in Shared Writing or wrote in their writing workshop notebook and was able to share entry with others. (List some of the things that he/she can do to be a good citizen.)
1 - Demonstrates an incomplete understanding of the important information; misapplies the information or, when asked, cannot explain the information or the explanation contains multiple severe misconceptions or omissions.
 
Student work at this level has all of the following characteristics: Student did not participated in Shared Writing and could not write in their writing workshop notebook anything about the things that they can do to be a good citizen.

Extension: The teacher will begin to have the students view five filmstrips (eleven minutes each), the "Lollipop Dragon's Adventures". These filmstrips invite viewer participation as everyone in Tumtum learns what it means to be a citizen. The Lollipop Dragon helps the students clarify choices and make decisions, and reminds them that all actions have consequences. Filmstrip titles include Freedom of Choice; Choosing a Leader; Rules are Important; The Majority Rules and Civil Responsibility.

Notes: One of the responsibilities for all citizens is to take care of the world around them. The students will be working on environmental activities in Science as a part of our thematic integration.

 

 

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Curriculum & Assessment Plan #6

This lesson incorporates Kindergarten Social Studies & Language Arts standards with the integration of technology.

Grade Level: Kindergarten

Title: Community Helpers

Introductory Activity: The students will brainstorm, with the help of the teacher, and will make a list of all of the people in the community that help them. They will add to this list at the end of the lesson.

Goal: The students will understand that there are many different jobs that need to be done in a community. The students will be able to tell about the various roles of different Community Helpers and explain why all of these jobs are important.

Standard/Benchmark: State/District 186 Standards  

Language Arts - Goal 1 - Read with understanding and fluency.
Standard C: Comprehends a broad range of reading materials
- Benchmark: Ask and answer questions about what is read.

Language Arts - Goal 3 - Write to communicate for a variety of purposes.

Standard A: Use correct spelling, grammar, punctuation, and capitalization.
- Benchmark: Use pictures and print to convey meaning.
Standard B: Compose well-organized and coherent writing.
- Benchmark: Write a complete thought. Read own writing to audience.
Standard C: Communicate ideas in writing to accomplish a variety of purposes and audiences.
Write about experiences, stories, people, objects or events.
Language Arts - Goal 4 - Listen and speak effectively in a variety of situations.
Standard A: Listen effectively in formal and informal situations.
- Benchmark: Listen for a variety of purposes.
Standard B: Speak effectively using language appropriate to the situation and audience.
- Benchmark: Follow rules for conversation
- Benchmark: Participate in informal conversations with peers and adults, classroom discussions, story time.
Language Arts - Goal 5 - Use the language arts to acquire, assess, and communicate information.
Standard A: Ask and answer questions about what is read.
- Benchmark: Locate, organize and use information from various sources to answer questions, solve problems and communicate ideas.
Social Studies - Goal 17 Understand world geography and the effects of geography on society, with an emphasis on the United States.
Standard B: Understand the relationship between geographic factors and society.
- Benchmark: Explain and practice conservation and preservation of our own nation's natural environments.
Social Studies - Goal 18 Understand social systems, with an emphasis on the United States.
Standard A: Understand the roles and interactions of individuals and groups in society.
- Benchmark: Knows what it means to be a citizen in a democracy.
- Benchmark: Know some of the duties and rights of an American citizen.
- Benchmark: Know how a citizen helps in a community.
 

Ideas for thematic integration: Expanding on the ideas presented in this lesson the teacher will connect this Social Studies curriculum with a Balanced Literacy Program which will enable the students to continue to build on this knowledge and discover additional information through Read Alouds, Shared Readings, Guided Reading, and Independent Reading. The teacher will also make connections during Modeled Writing, Shared Writing, Interactive Writing, and Writing Workshop time.

Technology focus: Video, "What I Want To Be", ClarisWorks 4.0 program, KidPix pictures

Materials: Community Helpers pictures and poster, video, "What I Want To Be", pencil, crayons, and writers workshop notebook, ClarisWorks 4.0 program, KidPix pictures.

Procedures: The teacher will help the students think of additional Community Helpers using pictures of Community Helpers and a Community Helpers poster. The title and a brief description of each Community Helper will be listed and discussed. The students will then watch the video "What I Want To Be" and think about which of the Community Helpers they would someday want to be. The students will use their writing workshop notebook to draw, write, and read/tell about a Community Helper that he/she would someday want to be and explain what his/her job would be. Students will take turn using the KidPix program to make pictures showing a Community Helper and writing about his/her job. Sample KidPix picture

 
Assessment Options: Specific tools used to assess the knowledge & processes.
Students will be assessed by their contribution to the Shared Writing activity, a "Name the Helper" worksheet, and their individual writing workshop entry.

"Name the Helper" worksheet:

 
Name the Community Helper
You come to me if you are sick or hurt.
I help make you well.

I help you to keep your teeth healthy.
I teach you good dental habits.
I help you prevent and care for cavities.

Dental Health Unit

I help keep you safe.
My car has a red light on it.

I am in your school.
I help you to have fun and learn many new things.

I will help you when you need it.
I put out fires and rescue people in trouble.

Just for fun! Write a clue for a different Community Helper and see if anyone can guess who it is.

Rubric for Declarative Knowledge
Assessment Options: Specific tools used to assess the knowledge & processes.
4 - Demonstrates a thorough understanding of the important information; is able to apply or exemplify that information in a way that reflects an understanding of complex, subtle relationships and distinctions; when asked, can explain the information with significant detail.
 
Student work at this level has all of the following characteristics: Draw, write, and read/tell about a Community Helper that he/she would someday want to be and explain what his/her job would be.
3 - Demonstrates an understanding of the important information; is able to apply or exemplify that information appropriately; when asked, can explain the information with adequate detail; any omissions are not significant
 
Student work at this level has all of the following characteristics: Draw, and tell about a Community Helper that he/she would someday want to be and explain what his/her job would be.
2 - Demonstrates an incomplete understanding of the important information; misapplies some information or, when asked, explains some of the information accurately but also has some significant misconceptions or omissions.
 
Student work at this level has all of the following characteristics: Draw but can not tell about a Community Helper that he/she would someday want to be and explain what his/her job would be.
 
1 - Demonstrates an incomplete understanding of the important information; misapplies the information or, when asked, cannot explain the information or the explanation contains multiple severe misconceptions or omissions.
 
Student work at this level has all of the following characteristics: Can not draw or tell about a Community Helper that he/she would someday want to be and explain what his/her job would be.

Extension: The students will make the body of the Community Helper that they would like to be someday. Pictures of the students' faces will be taken with the digital camera, printed and added to the bodies when they are finished. These will be placed in the hallway adding to the class community project.

Notes: The students will publish what they wrote in their writing notebook with the teacher's help using the ClarisWorks 4.0 program. Student Sample

 

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Curriculum & Assessment Plan #7

This lesson incorporates Kindergarten Social Studies & Language Arts standards with the integration of technology.

Grade Level: Kindergarten

Title: Our City - Springfield

Introductory Activity: The students will revisit the following Websites: Springfield, Online information, Weather Information.

Goal: The students will be able to recognize and describe some of the facts they have learned about different attractions, historical sites and special events that are important to their city.

Standard/Benchmark: State/District 186 Standards  

Language Arts - Goal 1 - Read with understanding and fluency.
Standard C: Comprehends a broad range of reading materials
- Benchmark: Ask and answer questions about what is read.

Language Arts - Goal 3 - Write to communicate for a variety of purposes.

Standard A: Use correct spelling, grammar, punctuation, and capitalization.
- Benchmark: Use pictures and print to convey meaning.
Standard B: Compose well-organized and coherent writing.
- Benchmark: Write a complete thought. Read own writing to audience.
Standard C: Communicate ideas in writing to accomplish a variety of purposes and audiences.
Write about experiences, stories, people, objects or events.
Language Arts - Goal 4 - Listen and speak effectively in a variety of situations.
Standard A: Listen effectively in formal and informal situations.
- Benchmark: Listen for a variety of purposes.
Standard B: Speak effectively using language appropriate to the situation and audience.
- Benchmark: Follow rules for conversation
- Benchmark: Participate in informal conversations with peers and adults, classroom discussions, story time.
Language Arts - Goal 5 - Use the language arts to acquire, assess, and communicate information.
Standard A: Ask and answer questions about what is read.
- Benchmark: Locate, organize and use information from various sources to answer questions, solve problems and communicate ideas.
Social Studies - Goal 17 Understand world geography and the effects of geography on society, with an emphasis on the United States.
Standard A: Locate, describe and explain places, regions, and features on the earth using geographic terms, methods and representations.
- Benchmark: Identify and use map symbols.
- Benchmark: Identify the difference between land and water on a map or globe.
- Benchmark: Trace a route by following directions and/or describe a route by giving directions.
Social Studies - Goal 18 Understand social systems, with an emphasis on the United States.
Standard A: Understand the roles and interactions of individuals and groups in society.
- Benchmark: Know how a citizen helps in a community.
 

Ideas for thematic integration: Expanding on the ideas presented in this lesson the teacher will connect this Social Studies curriculum with a Balanced Literacy Program which will enable the students to continue to build on this knowledge and discover additional information through Read Alouds, Shared Readings, Guided Reading, and Independent Reading. The teacher will also make connections during Modeled Writing, Shared Writing, Interactive Writing, and Writing Workshop time.

Technology focus: Internet Websites, digital camera, making a class Webpage.

Materials: Websites, Individual Springfield maps, markers, pencil, crayons, writing workshop notebook, planning sheet for field trip, and a digital camera.

Procedures: After revisiting the Springfield area Websites, the students will then play the city map game finding the different attractions, and historical sites that are given on their maps as the teacher calls them out. The class will discuss which of these sites in Springfield that they would like to visit on a class field trip. The students will write about the place(s) they would like to visit and then the class will come together to share and plan a class field trip.

 

Assessment Options: Specific tools used to assess the knowledge & processes.

Students will also be assessed by their participation in the class discussion and their contribution to the class field trip plans

Student completed their part of the individual work. (writing workshop notebook entry)
X

Student participated in the class discussion.
X

Student work is accurate.
X

Student used time wisely.
X
Students will work to earn all four - Xs-on their chart.

Extension: The students will look at and discuss the pictures taken with the digital camera on their field trip and make a class Springfield Webpage. This URL will be shared with keypals and friends.

Notes: The class will take the city bus and ride on the Springfield Trolley. These means of transportation will open up the opportunity for lessons in the area of transportation in the city. Class thank you notes will be written after the field trip to all of the places visited. Included in the note will be our e-mail address and the URL of our website.

 

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Curriculum & Assessment Plan #8

This lesson incorporates Kindergarten Social Studies & Language Arts standards with the integration of technology.

Grade Level: Kindergarten

Title: The city is in the county.

Introductory Activity: The students will listen to the weather radio to hear about the forecast for their county. The teacher will tell the students the name of the county to listen for and have them raise their hands when they hear it announced.

Goal: The students will understand that their city, Springfield is a part of Sangamon County. The students will be able to know and recognize their county on the state weather map.

Standard/Benchmark: State/District 186 Standards  

Language Arts - Goal 1 - Read with understanding and fluency.
Standard C: Comprehends a broad range of reading materials
- Benchmark: Ask and answer questions about what is read.

Language Arts - Goal 3 - Write to communicate for a variety of purposes.

Standard A: Use correct spelling, grammar, punctuation, and capitalization.
- Benchmark: Use pictures and print to convey meaning.
Standard B: Compose well-organized and coherent writing.
- Benchmark: Write a complete thought. Read own writing to audience.
Standard C: Communicate ideas in writing to accomplish a variety of purposes and audiences.
Write about experiences, stories, people, objects or events.
Language Arts - Goal 4 - Listen and speak effectively in a variety of situations.
Standard A: Listen effectively in formal and informal situations.
- Benchmark: Listen for a variety of purposes.
Standard B: Speak effectively using language appropriate to the situation and audience.
- Benchmark: Follow rules for conversation
- Benchmark: Participate in informal conversations with peers and adults, classroom discussions, story time.
Language Arts - Goal 5 - Use the language arts to acquire, assess, and communicate information.
Standard A: Ask and answer questions about what is read.
- Benchmark: Locate, organize and use information from various sources to answer questions, solve problems and communicate ideas.
Social Studies - Goal 17 Understand world geography and the effects of geography on society, with an emphasis on the United States.
Standard A: Locate, describe and explain places, regions, and features on the earth using geographic terms, methods and representations.
- Benchmark: Identify the difference between land and water on a map or globe.
- Benchmark: Trace a route by following directions and/or describe a route by giving directions.
- Benchmark: Identify and use map symbols.
Social Studies - Goal 18 Understand social systems, with an emphasis on the United States.
Standard A: Understand the roles and interactions of individuals and groups in society.
- Benchmark: Know how a citizen helps in a community.
 
 

Ideas for thematic integration: Expanding on the ideas presented in this lesson the teacher will connect this Social Studies curriculum with a Balanced Literacy Program which will enable the students to continue to build on this knowledge and discover additional information through Read Alouds, Shared Readings, Guided Reading, and Independent Reading. The teacher will also make connections during Modeled Writing, Shared Writing, Interactive Writing, and Writing Workshop time.

Technology focus: Weather radio and Websites: Weather Information, Sangamon County Rescue Squad

Materials: Weather radio, computer, state maps showing all of the counties in the state, crayons, scissors, chart.

Procedures: After listening for the days weather report on the weather radio the students will see several maps that will show them where Springfield is and where the boundaries are for Sangamon county. The students will color in Sangamon County a different color than the rest of the Illinois map. The teacher will show the class that everything gets a little bigger in the world around them by using a pyramid shaped chart with a house at the top followed by the neighborhood, the city, and the county, with the state, county and planet being added in later lessons.

Assessment Options: Specific tools used to assess the knowledge & processes.
The teacher will use the colors on the map to see if each student understands where the county is on the map. The students will be able to tell the name of their county and their state.

Extension: The teacher will help the students check the weather information that they heard on the weather radio with the information given for Sangamon County on the Weather Information Website. At this Website the students will also be able to see the weather map for Sangamon County. The class will also visit the Website of the Sangamon County Rescue Squad.

Notes:

  • Sangamon County Rescue Squad will come to the school and give a demonstration using the trained rescue dogs, rescue and firefighting equipment and trucks.
  • The Kindergarten Student Checklist will be marked for each students when they have learned their address, and can correctly tell the teacher his/her address - house number, street name, city, and state.

 

 

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Curriculum & Assessment Plan #9

This lesson incorporates Kindergarten Social Studies & Language Arts standards with the integration of technology.

Grade Level: Kindergarten

Title: The county is in the state.

Introductory Activity: The students will put together as a class a puzzle of the state of Illinois. Each piece is a different county. The class will then listen to the Illinois state song and will visit the following Websites: Illinois, Facts about Illinois.

Goal: The students will be able to know and recognize their city and/or their county on the state map. The students will be able to recognize and tell about some of the state symbols as well as be able to tell some facts about their state.

Standard/Benchmark: State/District 186 Standards  

Language Arts - Goal 1 - Read with understanding and fluency.
Standard C: Comprehends a broad range of reading materials
- Benchmark: Ask and answer questions about what is read.

Language Arts - Goal 3 - Write to communicate for a variety of purposes.

Standard A: Use correct spelling, grammar, punctuation, and capitalization.
- Benchmark: Use pictures and print to convey meaning.
Standard B: Compose well-organized and coherent writing.
- Benchmark: Write a complete thought. Read own writing to audience.
Standard C: Communicate ideas in writing to accomplish a variety of purposes and audiences.
Write about experiences, stories, people, objects or events.
Language Arts - Goal 4 - Listen and speak effectively in a variety of situations.
Standard A: Listen effectively in formal and informal situations.
- Benchmark: Listen for a variety of purposes.
Standard B: Speak effectively using language appropriate to the situation and audience.
- Benchmark: Follow rules for conversation
- Benchmark: Participate in informal conversations with peers and adults, classroom discussions, story time.
Language Arts - Goal 5 - Use the language arts to acquire, assess, and communicate information.
Standard A: Ask and answer questions about what is read.
- Benchmark: Locate, organize and use information from various sources to answer questions, solve problems and communicate ideas.
Social Studies - Goal 17 Understand world geography and the effects of geography on society, with an emphasis on the United States.
Standard A: Locate, describe and explain places, regions, and features on the earth using geographic terms, methods and representations.
- Benchmark: Identify and use map symbols.
- Benchmark: Identify the difference between land and water on a map or globe.
- Benchmark: Trace a route by following directions and/or describe a route by giving directions.
Social Studies - Goal 18 Understand social systems, with an emphasis on the United States.
Standard A: Understand the roles and interactions of individuals and groups in society.
- Benchmark: Know how a citizen helps in a community.
 
 

Ideas for thematic integration: Expanding on the ideas presented in this lesson the teacher will connect this Social Studies curriculum with a Balanced Literacy Program which will enable the students to continue to build on this knowledge and discover additional information through Read Alouds, Shared Readings, Guided Reading, and Independent Reading. The teacher will also make connections during Modeled Writing, Shared Writing, Interactive Writing, and Writing Workshop time.

Technology focus: Websites: Illinois, Facts about Illinois

Materials: computer, state maps showing all of the counties in the state, crayons, scissors, chart paper.

Procedures: The teacher will share with the class a map of the state showing all of the counties. The class will discuss the fact there are many counties in the state. The teacher will compare the state to a puzzle and show the class how each county is like a piece of the state. The students will then use the state maps that they colored from the previous lesson to add stickers to. These stickers include the Illinois state symbols: the state flag, the state bird, the state flower, etc.

 
Assessment Options: Specific tools used to assess the knowledge & processes.
The teacher will use the state map again to see if each student can tell about any of the state symbols used on their map. The teacher will check the students' notebooks and will be able to tell if the students understand what some of these state symbols are.

Extension: Students will make an Illinois Fact page using information from the Internet sites on Illinois.

Notes: Any addition help needed when working with the students will come from our 4th grade friends, business partners, alumni and neighborhood friends.

 

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Curriculum & Assessment Plan #10

This lesson incorporates Kindergarten Social Studies & Language Arts standards with the integration of technology.

Grade Level: Kindergarten

Title: The state is a part of the U.S.A.

Introductory Activity: The students look at and discuss the photo card "Where in the World?" as a review of the unit. The class will sing along with the song "America the Beautiful" --Children's Press. The teacher will then share the following Websites: - U.S.A. - City, State, Country Map. These websites will show the students that everything we have talked about in this unit come together as we learn about the United States of America.

Goal: The students will understand that the United States of America is our country, and that our country is a very large community that we are all a member of. The students will learn how we can help our country in many ways just as we help in the smaller communities that we are a part of.

Standard/Benchmark: State/District 186 Standards  

Language Arts - Goal 1 - Read with understanding and fluency.
Standard C: Comprehends a broad range of reading materials
- Benchmark: Ask and answer questions about what is read.

Language Arts - Goal 3 - Write to communicate for a variety of purposes.

Standard A: Use correct spelling, grammar, punctuation, and capitalization.
- Benchmark: Use pictures and print to convey meaning.
Standard B: Compose well-organized and coherent writing.
- Benchmark: Write a complete thought. Read own writing to audience.
Standard C: Communicate ideas in writing to accomplish a variety of purposes and audiences.
Write about experiences, stories, people, objects or events.
Language Arts - Goal 4 - Listen and speak effectively in a variety of situations.
Standard A: Listen effectively in formal and informal situations.
- Benchmark: Listen for a variety of purposes.
Standard B: Speak effectively using language appropriate to the situation and audience.
- Benchmark: Follow rules for conversation
- Benchmark: Participate in informal conversations with peers and adults, classroom discussions, story time.
Language Arts - Goal 5 - Use the language arts to acquire, assess, and communicate information.
Standard A: Ask and answer questions about what is read.
- Benchmark: Locate, organize and use information from various sources to answer questions, solve problems and communicate ideas.
Social Studies - Goal 16 Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Standard A: Understanding the development of significant political events leading to holidays.
- Benchmark: Identify the significant American holidays.
- Benchmark: Use traditional and patriotic songs, poetry, and folk tales to share our heritage.
- Benchmark: Show how the museums, national symbols, and landmarks preserve and give meaning to our American heritage.
Standard B: Understand the development of social history.
- Benchmark: Recognize that the special character of the United States results from its ethnic diversity.
- Benchmark: Recognize the cultural diversity that results from people of many ethnic backgrounds living in the same place.
Social Studies - Goal 17 Understand world geography and the effects of geography on society, with an emphasis on the United States.
Standard A: Locate, describe and explain places, regions, and features on the earth using geographic terms, methods and representations.
- Benchmark: Identify and use map symbols.
- Benchmark: Identify the difference between land and water on a map or globe.
- Benchmark: Identify the shape of the United States.
- Benchmark: Trace a route by following directions and/or describe a route by giving directions.
Social Studies - Goal 18 Understand social systems, with an emphasis on the United States.
Standard A: Understand the roles and interactions of individuals and groups in society.
- Benchmark: Knows what it means to be a citizen in a democracy.
- Benchmark: Know some of the duties and rights of an American citizen.
- Benchmark: Know how a citizen helps in a community.
 

Ideas for thematic integration: Expanding on the ideas presented in this lesson the teacher will connect this Social Studies curriculum with a Balanced Literacy Program which will enable the students to continue to build on this knowledge and discover additional information through Read Alouds, Shared Readings, Guided Reading, and Independent Reading. The teacher will also make connections during Modeled Writing, Shared Writing, Interactive Writing, and Writing Workshop time.

Technology focus: Websites: - U.S.A. - City, State, Country Map

Materials: Computer with Internet, worksheets, markers, pencil, crayons, writing workshop notebook, scissors, and glue.

Procedures: The students will use the Internet to see different things about their country, the United States of America. They will learn that the U.S.A. is the country that they live in, and that their country is a very large community that they are a member of. The students will learn how they are a part of many communities. The teacher will review the whole unit again showing the class that they are a part of many communities. This time the teacher will start with the the planet Earth. Using the classroom globe, the students will find where the U.S.A. is located. They will also identify the difference between land and water using the globe. The teacher will continue to discuss the communities, working all the way down to the smallest community which the students belong to - their family. After completing the color, cut and paste worksheet the students will have time to write in their writing workshop notebooks. The students will share their entries with the rest of the class.

 

I am a part of many communities!

I live on a planet.

It is called Earth.
Earth

I live in a country.

It is called the United States of America.
United States of America

I live in a state.

 

It is called _________________________________.
Illinois

 

I live in city.

 

It is called _________________________________.
Springfield

 

 
 

I live in a neighborhood.

 

 

My address is _________________________________.
My house.

 

 
 

I live in a family.

 

My family name is _____________________________.
My Family.

 

 

Assessment Options: Specific tools used to assess the knowledge & processes.

Color, cut and paste fun page. The students will match each picture with the statements about a specific community.

Extension: The class will listen to the Song "You're a Grand Old Flag" and will work on saying the Pledge by him/herself.

Notes: When the students can say the Pledge on their own they will each receive a small flag of their own to take home.

 

 

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 Alignment Spreadsheets
 

Kindergarten Language Arts Standards
Lesson Plan #(s)
Goal 1 Read with understanding and fluency.

Learning Standard A
Apply word analysis and vocabulary skills to comprehend selections

  • Phonemic Awareness - Demonstrate how spoken words can be divided into a sequence of sounds (e.g., identify words that rhyme, identify beginning and ending sounds, sort words according to shared beginning and ending sounds, divide syllables into sounds, blend sounds).

  • Concepts of Print - Identify front cover; back cover and title page of a book.

  • Demonstrate how print moves from left to right and from top and bottom.

  • Identify letters, word, and sentences.

  • Phonetic Skills - Understand that letters represent sounds (e.g., identify consonants at beginning and end of words, recognize rhyming words).

  • Letter and Word Knowledge - Identify all upper and lower case letters of the alphabet.

  • Read high frequency words (e.g., environment print, common words, their own names).
Plan # 1 - 10
Learning Standard B
Read aloud with attention to expression, accuracy, phrasing and intonation. N/A
None
Learning Standard C
Comprehend a broad range of reading materials

  • Use prior knowledge, title and pictures to make predictions
Plan # 1 - 10
  • Ask and answer questions about what is read.
Plan # 1 - 10
  • Retell familiar stories, using beginning, middle and end.

  • Attend to text at individual level for 5 - 15 minutes (e.g., picture walk, read independently).

Goal 2 Read and understand literature representative of various societies, eras, and ideas.

Learning Standard A 
Understand how literary elements and techniques are used to convey meaning.

  • Recognized that stories have beginning, middle, end.

  • Identify characters' actions, traits and feelings

  • Recognize literary terms of story, author, illustrator.

  • Identify the different genre of story, poetry, and fairy tales.
Plan # 1
Learning Standard B
Read and interpret a variety of literary works.

  • Explain how characters, setting and events in text relate to real life situations.
Plan #1 - 10
Goal 3 Write to communicate for a variety of purposes.

Learning Standard A 
Use correct spelling, grammar, punctuation, and capitalization.

  • Write upper case manuscript letters

  • Write lower case manuscript letters

  • Use pictures and print to convey meaning
Plan # 1 - 10
  • Write left to right and top to bottom.
Plan # 1 - 10
  • Write first and last name and some familiar words.
Plan # 1 - 10
Learning Standard B
Compose well-organized and coherent writing

  • Write a compete thought.
Plan #1 - 10
  • Read own writing to audience.
Plan #1 - 10
Learning Standard C 
Communicate ideas in writing to accomplish a variety of purposes and audiences.

  • Write about experiences, stories, people, objects or events.
Plan #1 - 10
Goal 4 Listen and speak effectively in a variety of situations.

Learning Standard A
Listen effectively in formal and informal situations.

  • Listen for a variety of purposes (e.g., to have informal conversations with peers and adults, to follow simple spoken directions, to learn from discussions, stories, and poems).
Plan # 1 - 10
Learning Standard B
Speak effectively using language appropriate to the situation and audience.

  • Follow rules for conversation (e.g., take turns, stay on topic).
Plan # 1 - 10
  • Participate in informal conversations with peers and adults, classroom discussions, story time.
Plan # 1 - 10
Goal 5 Use the language arts to acquire, assess, and communicate information.

Learning Standard A

  • Locate, organize and use information from various sources to answer questions, solve problems and communicate ideas.
Plan # 1 - 10
  • Ask simple questions.
Plan # 1 - 10

 

 

Kindergarten Social Studies Standards
Lesson Plan #(s)
Goal 16 Understand events, trends, individuals and movements
shaping the history of Illinois, the United States and other nations.

Learning Standard A
Understand the development of significant political events leading to holidays.

  • Identify the significant American holidays.
Plan # 3 & 10
  • Use traditional and patriotic songs, poetry, and folk tales to share our heritage.
Plan # 1 - 10
  • Show how the museums, national symbols, and landmarks preserve and give meaning to our American heritage.
Plan # 3 & 10
Learning Standard B
Understand the development of social history.