| Curricular Competency |
Develop mental math strategies and abilities to make sense of quantities |
Mathematics 4 |
Reasoning and analyzing |
| Keyword: mental math strategies |
Elaboration: working toward developing fluent and flexible thinking about number |
|
| Curricular Competency |
Estimate reasonably |
Mathematics 4 |
Reasoning and analyzing |
| Keyword: Estimate reasonably |
Elaboration: estimating by comparing to something familiar (e.g., more than 5, taller than me) |
|
| Curricular Competency |
Use reasoning to explore and make connections |
Mathematics 4 |
Reasoning and analyzing |
|
| Big Ideas |
Curiosity and wonder lead us to new discoveries about ourselves and the world around us. |
English Language Arts K |
No CCG |
|
| Big Ideas |
Playing with language helps us discover how language works. |
English Language Arts K |
No CCG |
|
| Big Ideas |
Through listening and speaking, we connect with others and share our world. |
English Language Arts K |
No CCG |
|
| Big Ideas |
Everyone has a unique story to share. |
English Language Arts K |
No CCG |
| Keyword: story |
Elaboration: narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers. |
|
| Big Ideas |
Stories and other texts can be shared through pictures and words. |
English Language Arts K |
No CCG |
| Keyword: Stories |
Elaboration: narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers. |
| Keyword: texts |
Elaboration: Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication:
- Oral texts include speeches, poems, plays, and oral stories.
- Written texts include novels, articles, and short stories.
- Visual texts include posters, photographs, and other images.
- Digital texts include electronic forms of all the above.
- Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
|
| Big Ideas |
Stories and other texts help us learn about ourselves and our families. |
English Language Arts K |
No CCG |
| Keyword: Stories |
Elaboration: narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers. |
| Keyword: texts |
Elaboration: Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication:
- Oral texts include speeches, poems, plays, and oral stories.
- Written texts include novels, articles, and short stories.
- Visual texts include posters, photographs, and other images.
- Digital texts include electronic forms of all the above.
- Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
|
| Big Ideas |
Language and story can be a source of creativity and joy. |
English Language Arts K |
No CCG |
| Keyword: story |
Elaboration: narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers. |
|
| Content |
Language features, structures, and conventions- concepts of print
- letter knowledge
- phonemic and phonological awareness
- letter formation
- the relationship between reading, writing, and oral language
|
English Language Arts K |
No CCG |
| Keyword: concepts of print |
Elaboration: the conventional features of written English, such as:
- the symbolic nature of writing
- the correspondence of spoken words to printed words (one-to-one matching)
- the association of letters and sounds
- the distinctive features of letters and words
- the correspondence between uppercase and lowercase letters
- left-to-right directionality
- the use of space to mark word boundaries
- the use of specific signs and symbols for punctuation (e.g., period, exclamation point, question mark)
- front and back of a book |
| Keyword: letter knowledge |
Elaboration: recognizing and naming most letters of the alphabet, recognizing most letter-sound matches, recognizing some familiar words |
| Keyword: phonemic and phonological awareness |
Elaboration: Phonological refers to the sounds of words (as opposed to their meanings):
- Phonemic awareness is a specific aspect of a learner’s phonological awareness: a child’s ability to segment spoken words into phonemes (e.g., c / a / t) and to blend phonemes into words indicates a developing phonemic awareness.
- Phonological awareness involves the abilities to hear and create rhyming words, segment the flow of speech into separate words, and hear syllables as “chunks” in spoken words. |
| Keyword: letter formation |
Elaboration: the use of scribble writing or letter strings to communicate meaning; distinguishes drawing from writing |
|
| Content |
Strategies and processes- reading strategies
- oral language strategies
- metacognitive strategies
- writing processes
|
English Language Arts K |
No CCG |
| Keyword: reading strategies |
Elaboration: making meaning using predictions and connections; making meaning from story using pictures, patterns, memory, and prior knowledge; retelling some elements of story; and recognizing familiar words/names and environmental print (e.g., street signs, food packaging) |
| Keyword: oral language strategies |
Elaboration: adjusting volume, pace, tone, and articulation; focusing on the speaker; taking turns; asking questions related to the topic; making personal connections; making relevant contributions to discussion |
| Keyword: metacognitive strategies |
Elaboration: talking and thinking about learning (e.g., through reflecting, questioning, goal setting, self-evaluating) to develop awareness of self as a reader and as a writer |
|
| Content |
Story- structure of story
- literary elements and devices
|
English Language Arts K |
No CCG |
| Keyword: structure of story |
Elaboration: beginning, middle, end (or first, then, last) |
| Keyword: literary elements and devices |
Elaboration: examples include sound concepts (e.g., rhyme, rhythm, musical, and poetical qualities of language) and humorous and creative texts (e.g., tongue twisters, nursery rhymes, fables, traditional stories) |
|
| Curricular Competency |
Explore oral storytelling processes |
English Language Arts K |
Create and communicate (writing, speaking, representing) |
| Keyword: oral storytelling processes |
Elaboration: creating an original story or finding an existing story (with permission), sharing the story from memory with others, using vocal expression to clarify the meaning of the text |
|
| Curricular Competency |
Plan and create stories and other texts for different purposes and audiences |
English Language Arts K |
Create and communicate (writing, speaking, representing) |
| Keyword: Plan and create stories and other texts |
Elaboration: involves experimenting with print and storytelling; supporting communication, including through stories and the use of manipulatives such as puppets, storyboards, digital tools, and toys |
|