1. ELEMENTARY CURRICULUM OVERVIEW KINDERGARTEN

2. ELEMENTARY SCHEDULING KINDERGARTEN THROUGH GRADE 2
Subject
Minutes
Description
ELAR
110
A comprehensive ELAR curriculum includes reading instruction, written expression, spelling, vocabulary, and handwriting. A 110 minute daily ELAR block with 45 minutes of Writing Workshop minimum 3 days per week.
Mathematics 90
The focus of math instruction is based upon conceptual understanding prior to the implementation of mathematical procedures (teaching of algorithms).
A skills time within the 90 minute mathematics block will allow time for differentiated instruction to meet student needs.
Science 40
40 minutes is the minimum per day for science instruction. Students should be exposed to non-fiction literature as well as having multiple hands-on lab opportunities.
Social Studies
40 minutes is the minimum per day for social studies instruction. A strong foundational understanding of the social studies TEKS must be included.

3. ENGLISH LANGUAGE ARTS AND READING

4. LITERACY INSTRUCTION PHONEMIC AWARENESS PHONICS FLUENCY
KINDERGARTEN ELAR
LITERACY INSTRUCTION
Strategic and developmentally appropriate focus on:
PHONEMIC AWARENESS
PHONICS
FLUENCY
VOCABULARY DEVELOPMENT
READING COMPREHENSION
CRITICAL WRITING
Phonemic awareness is the ability to hear, identify, and manipulate individual sounds-phonemes--in spoken words.
Phonics is the method of teaching beginning readers to connect the sounds of spoken language with letters or a group of letters and teaching children to blend the sounds of letters together to form words.
Fluency is reading text with speed, accuracy, expression and comprehension.
Comprehension is the level of understanding of text that is read.
Writing-Skills and strategies for generating, revising, and editing a variety of texts for different audiences and purposes

5. KINDERGARTEN ELAR
CLASSROOMS
Our classrooms are designed to be collaborative, creative, and literacy rich. In our classrooms, you will find:
Large/small group meeting areas.
A classroom library filled with a variety of interests and levels.
Individual book boxes or bags.
Ample writing supplies and mentor texts.
Areas to practice both independent and collaborative reading and writing.
Teacher and student-created anchor charts
Resources to support a gradual release of responsibility (sound linking charts, word walls, writing folders, etc.).
A display of student products that reflect recent work in the classroom.
We want our classrooms designed in a way that best supports an authentic workshop. In a workshop, students are engaged in the reading and writing of authentic texts, sometimes collaboratively and sometimes independently. We want to foster independence in our students to have tools and scaffolds close by and available to solve challenges at points of difficulty on their own. As an example, students are provided strategies for reading and spelling unknown words. We model these strategies for students and prompt for and reinforce them during our reading and writing conferences and small group instruction. Spelling and reading strategy charts are available for students to reference in addition to other tools like sound linking charts, personal word walls, etc.)

6. READING AND WRITING WORKSHOP
KINDERGARTEN ELAR
READING AND WRITING WORKSHOP
During the English Language Arts and Reading (ELAR) block, students will:
Receive explicit instruction through mini lessons.
Engage in purposeful student talk.
Explore a variety of genres and participate in shared and modeled demonstrations of effective reading and writing strategies.
Read and write independently for sustained periods of time.
Explore how words work and apply what they learn in the context of reading and writing through small-group, peer, and individual conferences.
Receive timely feedback and set future reading and writing goals.
Share their work with others.
Our ELAR blocks are organized around a reading workshop, writing workshop and opportunities for vocabulary and word study. Organizing in this way allows us to provide our students with very explicit instruction in skills and strategies proficient readers use, students can then practice these skills for sustained periods of time in their own reading and writing, and then share their learning with others. Our students become increasingly more independent and we are able to sit side by side individual students or work with small groups to provide feedback, help set goals, and reinforce the progress each of our students’ is making. The first 4 weeks of school are dedicated to introducing and practicing the behaviors and routines of a reading and writing workshop.

7. KINDERGARTEN ELAR
GRADE LEVEL FOCUS
During the English Language Arts (ELAR) block, Kindergarten students will focus on:
Naming upper-and lower-case letters, linking those letters with their sounds, and printing them.
Hearing and manipulating sounds in language.
Recognizing features of print.
Responding to and making connections to text and explaining thinking.
Speaking clearly to express thoughts, feelings, and ideas, including descriptions of familiar people, places, things, and events.
Using strategies to independently read and comprehend emergent text.
Planning and writing about meaningful experiences.
Our ELAR blocks are organized around a reading workshop, writing workshop and opportunities for vocabulary and word study. Organizing in this way allows us to provide our students with very explicit instruction in skills and strategies proficient readers use, students can then practice these skills for sustained periods of time in their own reading and writing, and then share their learning with others. Our students become increasingly more independent and we are able to sit side by side individual students or work with small groups to provide feedback, help set goals, and reinforce the progress each of our students’ is making. The first 4 weeks of school are dedicated to introducing and practicing the behaviors and routines of a reading and writing workshop.

10. WHAT SHOULD YOUR CHILD BE BRINGING HOME?
KINDERGARTEN ELAR
WHAT SHOULD YOUR CHILD BE BRINGING HOME?
Bag of familiar reading material
Reader Response Notebook and/or Reading Log

11. MATHEMATICS

12. THE LAST 4 PROCESS STANDARDS- IT’S ALL ABOUT COMMUNICATION!
KINDERGARTEN MATHEMATICS
THE LAST 4 PROCESS STANDARDS- IT’S ALL ABOUT COMMUNICATION!
(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
(E)use mathematical relationships to generate solution and make connections and predictions.
(F) analyze mathematical relationships to connect and communicate mathematical ideas.
(G) display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
Let’s take a look at the last 4 standards. At this point, the teacher may want to give them a chance to read the 4 and ask what they notice about these standards. Hopefully, they will notice that communication through explaining, justifying, displaying, etc. for math is new and they were not required to do that as students. Our students are required to do that.
Our primary resource for instruction is a program called Investigations in Number, Data, and Space. We also utilize Number Corner from the Math Learning Center, Number Concepts by Kathy Richardson, Teaching Student-Centered Mathematics, by John Van de Walle, and various resources for conceptual lessons from around the country. Our intent is to make math meaningful and accessible for every child.

13. FOCAL POINTS FOR KINDERGARTEN
KINDERGARTEN MATHEMATICS
FOCAL POINTS FOR KINDERGARTEN
Students count, represent and compare quantities and collections fluently to at least 20
Students develop meaning of addition and subtraction and explain strategies for solving problems involving those operations
Students identify and use attributes and components of 2D and 3D shapes
These are the big ideas that your students will be working with this year in mathematics. These are grade level priorities as identified by the state. Focal points work to bring “connectivity” between the strands of mathematics within and between grade levels.

14. Focus on computational fluency with whole numbers.
KINDERGARTEN MATHEMATICS
GUIDING PRINCIPLES
Support students to make sense of mathematics and learn that they can be mathematical thinkers.
Focus on computational fluency with whole numbers.
Emphasize reasoning about mathematical ideas.
Engage all learners in understanding mathematics
Relying on memory alone is not sufficient, as many of us know from our own schooling. If you forget—as we all do at times—you are left with nothing.

15. We the People of the United States of America ...
SOCIAL STUDIES KINDERGARTEN

16. KINDERGARTEN SOCIAL STUDIES
Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation.

17. KINDERGARTEN SOCIAL STUDIES
In Kindergarten, the study of the self, home, family, and classroom establishes the foundation for responsible citizenship in society.

18. KINDERGARTEN SOCIAL STUDIES
Kindergarteners receive instruction through units that start to build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills:
Unit 1 – Rules and Routines
Unit 2 – Citizen Heroes/Hispanic Heritage Enrichment Unit
Unit 3 – Our Government/Celebrate Freedom
Unit 4 – Good Citizens
Unit 5 – Presidential Election Unit/Decision Making
Unit 6 – Positional Words/Locations
Unit 7 – Families
Unit 8 – Customs/Traditions
Unit 9 – Celebrations
Unit 10 – Maps/Communities
Unit 11 – Our U.S. History
Unit 12 – Citizen Heroes/Black History Enrichment Unit
Unit 13 – Landforms/Bodies of Water
Unit 14 – Women's History Enrichment Unit
Unit 15 – Basic Needs
Unit 16 – Going to Work
Unit 17 – Technology Then and Now

19. ELEMENTARY SCIENCE: LEARNING THROUGH INQUIRY

20. WHAT IS SCIENTIFIC INQUIRY?
KINDERGARTEN SCIENCE
WHAT IS SCIENTIFIC INQUIRY?
Scientific inquiry allows students to take an active role in understanding science content and processes.
Scientific inquiry transforms learning from teacher centered to student centered learning.
Scientific inquiry engages students in problem solving and critical thinking.
Scientific inquiry is the active construction of ideas and forming connections.

21. KINDERGARTEN SCIENCE
WHAT ARE THE ESSENTIAL FEATURES OF A STUDENT-CENTERED SCIENCE CLASSROOM?
Learners are engaged in scientifically oriented questions.
Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions.
Learners formulate and evaluate explanations from evidence to address scientifically oriented questions.
Learners communicate and justify their proposed explanations.

22. WHAT IS THE STUDENT’S ROLE?
KINDERGARTEN SCIENCE
WHAT IS THE STUDENT’S ROLE?
Ask a question about objects, organisms and events in the world around them.
Plan and conduct a simple investigation.
Employ simple equipment and tools to gather data and extend the senses.
Use data to construct a reasonable explanation.
Communicate investigations and explanations.

23. SCIENCE NOTEBOOKS IN EVERY CLASSROOM
KINDERGARTEN SCIENCE
SCIENCE NOTEBOOKS IN EVERY CLASSROOM
Integrates science and language arts skills
Helps students develop cognitive knowledge of science content and processes
Enhances writing skills
Serves as an assessment tool to gather information on students’ thinking