​QUARTER 3

 We are beginning our Project Based Learning Unit on severe weather and how to be prepared.  A very  big THANK YOU to Justin Cruz from KHON2 for teaching us about weather and your job!  This was an amazing opportunity to hear first-hand from an expert in this field!
LANGUAGE ARTS:
MATH:
READING: LITERATURE
  • K.RL.1:  With prompting and support, ask and answer questions about key details in a text.
  • K.RL.2:  With prompting and support, retell familiar stories including key details.
  • K.RL.3:  With prompting and support, identify characters, settings, and major events in a story.
  • K.RL.5:  Identify common types of text. 
  • K.RL.6:  With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
  • ​K.RL.7:  With prompting and support, describe the relationships between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
  • K.RL.10:  Actively engage in group reading activities with purpose and understanding.

READING: INFORMATIONAL TEXT
  • 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.5:  Identify the front cover, back cover, and title page of a book.
  • ​RI.K.6:  Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
  • RI.K.7:  With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).​
  • RI.K.9:  With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 
  • RI.K.10:  Actively engage in group reading activities with purpose and understanding.

READING: FOUNDATIONAL SKILLS
  • K.RF.1:  Demonstrate understanding of the organization and basic features of print.
  • K.RF.2:  Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  • K.RF.3:  Know and apply grade-level phonics and word analysis skills in decoding words.
  • K.RF.4:  Read emergent-reader texts with purpose and understanding.

WRITING​
  • K.W.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.
  • K.W.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.
  • K.W.5:  With guidance and support from adults, add details to strengthen writing in response to  questions and suggestions from peers.
  • K.W.6:  With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • ​K.W.7:  Participate in shared research and writing projects.
  • ​K.W.8:  With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
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SPEAKING AND LISTENING
  • K.SL.1:  Participate in collaborative conversations with diverse partners about kindergarten topics and texts  with peers and adults in small and larger groups.
  • K.SL.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.
  • K.SL.3:  Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
  • K.SL.4:  Describe familiar people, places, things, and events and, with prompting and support,
  • K.SL.5:  Add drawings or other visual displays to descriptions as desired to provide additional detail.
  • K.SL.6:  Speak audibly and express thoughts, feelings, and ideas clearly provide additional detail.




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COUNTING AND CARDINALITY
  • K.CC.1:  Count to 100 by ones and by tens.
  • 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). 
  • K.CC.4:  Understand the relationship between numbers and quantities; connect counting to cardinality.
  • ​K.CC.5:  Count to answer "how many?" questions about as many as 20 things arranged in a line, a   rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.  
  • K.CC.6:  Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
  • K.CC.7:  Compare two numbers between 1 and 10 presented as written numerals.

OPERATIONS AND ALGEBRAIC THINKING
  • K.OA.1:  Represent addition and subtraction with objects, fingers, mental images, drawings, sounds  (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
  • ​K.OA.2:  Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
  • K.OA.3:  Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
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NUMBERS AND OPERATIONS IN BASE TEN
  • K.NBT.1:  Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

GEOMETRY
  • K.G.2:  Correctly name shapes regardless of their orientations or overall size. 
  • K.G.3:  Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
  • K.G.4:  Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
  • K.G.5:  Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.


​SCIENCE:


EARTH'S SYSTEMS
  • K-EES3-2:  Students who demonstrate understanding can:  ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. 


SOCIAL STUDIES:

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​CULTURAL ANTHROPOLOGY
  • SS.K.6.1:  Explain how and why people from different cultures observe different holidays/celebrations.

HISTORY
  • SS.K.1.1:  Explain change and continuity over time, using calendars and simple timelines.​​
  • SS.K.3.1:  Describe historically significant events and observances in American history.

​ECONOMICS
  • SS.K.8.1:  Explain people's basic needs and how they fulfill them.
HAPPY 100 DAYS OF SCHOOL!!  We have worked so hard, and made many friendships and memories in our 100 Days of School!  
We created Wassily Kandinsky inspired art on the Four Seasons!  This process included: researching the artist and topic, creating artwork using watercolor and oil pastels, and writing about our chosen season.  We were so excited to have our work displayed, as well as seeing everyone else's wonderful work!  Thank you to our 4th grade buddy class for visiting the showcase and helping us write our happy grams!
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