Glynn County Kindergarten Instructional Pacing Guide
Language Arts
First Nine Weeks
Second Nine Weeks
Reading Foundational
Reading Foundational
ELAGSEKF1:
Demonstrate
understanding of the
organization and basic
features of print.
ELAGSEKF1:
Demonstrate
understanding of the
organization and basic
features of print.
a. Follow words from left
to right, top to
bottom, and page-bypage.
a. Follow words
from left to right, top
to bottom, and pageby- page.
b. Recognize that spoken
words are
represented in written
language by specific
sequences of letters.
c. Understand that words
are separated
by spaces in print.
d. Recognize and
name all upper and
lowercase letters of the
alphabet.
ELAGSEKRF2:
Demonstrate
understanding of spoken
words, syllables, and
sounds (phonemes).
a.Recognize and produce
rhyming words.
b. Recognize that
spoken
words are represented
in written language by
specific sequences of
letters.
c. Understand that
words are separated
by spaces in print.
d. Recognize and name
all upper and lowercase
letters if the alphabet.
Third Nine Weeks
Fourth Nine Weeks
Reading Foundational
Reading Foundational
ELAGSEKRF1:
Demonstrate
understanding of the
organization and basic
features of print.
ELAGSEKRF1: Demonstrate
understanding of the
organization and basic
features of print.
a. Follow words from
left to right, top to
bottom, and page-bypage.
b. Recognize that
spoken words are
represented in written
language by specific
sequences of letters.
c. Understand that
word are separated
by spaces in print.
d. Recognize and name
all upper- and lowercase
letters of the alphabet.
ELAGSEKRF2:
Demonstrate
understanding of spoken
words, syllables, and
sounds (phonemes).
ELAGSEKRF2:
Demonstrate
understanding of spoken
words, syllables, and
sounds (phonemes).
a.
a. Recognize and produce
rhyming words.
Recognize and
produce rhyming
words.
b. Count, pronounce,
blend, and segment
syllables in spoken
c.
Words
b. Count, pronounce,
blend, and segment
syllables in spoken words.
a. Follow words from left
to right, top to
bottom, and page-bypage.
b. Recognize that spoken
words are
represented in written
language by specific
sequences of letters.
c. Understand that words
are separated
by spaces in print.
d. Recognize and name
all upper- and lowercase
letters of the
alphabet.
ELAGSEKRF2:
Demonstrate understanding
of spoken words, syllables,
and sounds (phonemes).
a. Recognize and produce
rhyming words.
b. Count, pronounce, blend,
and segment syllables in
spoken words.
c. Blend and segment
onsets and rimes of
single- syllable spoken
words.
Revised 7/13/2015
Glynn County Kindergarten Instructional Pacing Guide
ELAGSEKRF3: Know and
apply grade-level phonics
and word analysis skills in
decoding words.
c. Blend and segment
onsets and rimes of
single-syllable spoken
words
c. Blend and segment
onsets and rimes of
single-syllable spoken
words
d. Isolate and
pronounce the
initial, medial vowel,
and final sounds
(phonemes) in three
phoneme
(consonant-vowelconsonant, or CVC)
words.
d. Isolate and pronounce
the initial, medial vowel,
and final sounds
(phonemes) in three
phoneme (consonantvowel-consonant, or CVC)
words.
d.
a.
Demonstrate
basic knowledge
of one- to-one
letter-sound
correspondences
by producing the
primary or many
of most frequent
sounds for each
consonant
e.
c. Read common
high-frequency
words by sight.
(e.g., the, of, to,
you, she, my,
is, are, do,
does).
Add or substitute
individual sounds
(phonemes) in
simple, one syllable
words to make new
words.
e. Add or substitute
individual sounds
(phonemes) in simple,
one syllable words to
make new words.
ELAGSEKRF3: Know and
apply grade-level phonics
and word analysis skills in
decoding words.
ELAGSERFK3: Know and
apply grade-level phonics
and word analysis skills in
decoding words.
a.
a. Demonstrate basic
knowledge of one- to-one
letter- sound
correspondences by
producing the primary or
many of most frequent
sounds for each
consonant.
Demonstrate basic
knowledge of oneto-one letter-sound
correspondences by
producing the
primary or many of
most frequent
sounds for each
consonant.
b. Associate the long
and short sounds
with the common
spellings
(graphemes) for the
five major vowels.
c.
Read common highfrequency words by
sight. (e.g., the, of,
to, you, she, my, is,
are, do, does).
b. Associate the long and
short sounds with the
common spellings
(graphemes) for the five
major vowels.
c. Read common highfrequency words by sight.
(e.g., the, of, to, you, she,
my, is, are, do, does).
d. Distinguish between
similarly spelled words
by identifying the sounds
of the letters that differ.
d. Isolate and pronounce the
initial, medial vowel, and
final sounds (phonemes) in
three phoneme (consonantvowel-consonant, or CVC)
words.
e. Add or substitute
individual sounds
(phonemes) in simple, one
syllable words to make new
words.
ELAGSEKRF3: Know and
apply grade-level phonics and word
and word analysis skills in
decoding words.
a. Demonstrate basic
knowledge of one- to-one
letter- sound
correspondences by
producing the primary
or many of most frequent
sounds for each
consonant.
b. Associate the long and
short sounds with the
common spellings
(graphemes) for the five
major vowels.
c. Read common
high-frequency words by
sight. (e.g., the, of, to, you,
she, my, is, are, do, does).
d. Distinguish between
similarly spelled words
by identifying the sounds
of the letters that differ.
ELAGSEKRF4: Read
emergent-reader texts
with purpose and
understanding.
Revised 7/13/2015
Glynn County Kindergarten Instructional Pacing Guide
ELAGSEKRF4: Read
emergent-reader texts
with purpose and
understanding.
Reading Literature
ELAGSEKRL1With prompting and
support, ask and
answer questions
about key details in
a text.
Reading Literature
ELAGSEKRL1With prompting and
support, ask and
answer questions
about key details in
a text.
ELAGSERL2With prompting and
support, retell familiar
stories, including key
details.
ELAGSERL2With prompting and
support, retell familiar
stories, including key
details.
ELAGSEKRL3With prompting and
support, identify
characters, settings,
and major events in
a story.
ELAGSEKRL3With prompting and
support, identify
characters, settings,
and major events in
a story.
ELAGSEKRL6With prompting and
Support name the
author and
illustrator of a story
and define the role
of each in telling the
story.
ELAGSEKRL4Ask and answer
questions about
unknown words
in a text.
ELAGSEKRL7With prompting and
support, describe the
relationship between
illustrations and the story
in which they appear
(e.g., what moment in
a story an illustration
depicts).
ELAGSEKRL6With prompting and
Support name the
author and
illustrator of a story
and define the role
of each in telling the
story.
Reading Literature
ELAGSEKRL1With prompting and
support, ask and
answer questions
about key details in
a text.
ELAGSERL2With prompting and
support, retell familiar
stories, including key
details.
ELAGSEKRL3With prompting and
support, identify
characters, settings,
and major events in
a story.
ELAGSEKRL4Ask and answer
questions about
unknown words
in a text.
ELAGSEKRL5Recognize common
types of texts
(e.g., storybooks,
poems).
ELAGSEKRL6With prompting and
Support name the
author and
illustrator of a story
and define the role
of each in telling the
story.
Reading Literature
ELAGSEKRL1With prompting and
support, ask and
answer questions
about key details in
a text.
ELAGSERL2With prompting and support,
retell familiar stories,
including key details.
ELAGSEKRL3With prompting and
support, identify
characters, settings,
and major events in
a story.
ELAGSEKRL4Ask and answer
questions about
unknown words
in a text.
ELAGSEKRL5Recognize common
types of texts
(e.g., storybooks,
poems).
ELAGSEKRL6With prompting and
Support name the
author and
illustrator of a story
and define the role
of each in telling the
story.
Revised 7/13/2015
Glynn County Kindergarten Instructional Pacing Guide
ELAGSEKRL10Actively engage in group
reading activities with
purpose and
understanding.
ELAGSEKRL7With prompting and
support, describe the
relationship between
illustrations and the
story in which they
appear (e.g., what
moment in a story
an illustration depicts).
ELAGSEKRL7With prompting and
support, describe the
relationship between
illustrations and the
story in which they
appear (e.g., what
moment in a story
an illustration depicts).
ELAGSEKRL7With prompting and
support, describe the
relationship between
illustrations and the
story in which they
appear (e.g., what
moment in a story
an illustration depicts).
ELAGSEKRL9With prompting and
Support, compare and
contrast the adventures
and experiences of
characters in familiar
stories.
ELAGSEKRL9With prompting and
Support, compare and
contrast the adventures
and experiences of
characters in familiar
stories.
ELAGSEKRL10Actively engage in
group reading
activities with
purpose and
understanding.
ELAGSEKRL9With prompting and
Support, compare and
contrast the adventures
and experiences of
characters in familiar
stories.
ELAGSEKRL10Actively engage in group
reading activities with
purpose and
understanding.
ELAGSEKRL10Actively engage in group
reading activities with
purpose and understanding.
Reading Informational
Reading Informational
Reading Informational
Reading Informational
ELAGSEKRI1With prompting and
support, ask and answer
questions about key
details in a text.
ELAGSEKRI1With prompting and
support, ask and answer
questions about key
details in a text.
ELAGSEKRI1With prompting and
support, ask and answer
questions about key
details in a text.
ELAGSEKRI1With prompting and support,
ask and answer questions
about key details in a text.
ELAGSEKRI5Identify the front cover,
back cover, and title page
of a book.
ELAGSEKRI2With prompting and
support, identify the
main topic and retell key
details in a text.
ELAGSEKRI2With prompting and
support, identify the main
topic and retell key
details in a text.
ELAGSEKRI4With prompting and
support, ask and answer
questions about
unknown words in a text.
ELAGSEKRI3With prompting and
support, describe the
connection between two
individuals, events,
ideas, or pieces of
information in a text.
ELAGSEKRI6Name the author and
illustrator of a text and
define the role of each in
presenting ideas or
information in a text.
ELAGSEKRI5Identify the front cover,
back cover, and title page
of a book.
ELAGSEKRI2With prompting and support,
identify the main topic and
retell key details in a text.
ELAGSEKRI3With prompting and support,
describe the connection
between two individuals,
events, ideas, or pieces of
information in a text.
ELAGSEKRI4With prompting and support,
ask and answer questions
about unknown words in a
text.
Revised 7/13/2015
Glynn County Kindergarten Instructional Pacing Guide
ELAGSEKRI7With prompting and
support, describe the
relationship between
illustrations and the story
in which they appear. (e.g.,
what moment in a story an
illustration depicts)
ELAGSEKRI10Actively engage in group
reading activities with
purpose and
understanding.
ELAGSEKRI6Name the author and
illustrator of a text and
define the role of each in
presenting ideas or
information in a text.
ELAGSEKRI7With prompting and
support, describe the
relationship between
illustrations and the story
in which they appear.
(e.g., what moment in a
story an illustration
depicts)
ELAGSEKRI9With prompting and
support, identify basic
similarities and
differences between two
texts on the same topic.
(e.g., in illustration,
descriptions, or
procedures)
ELAGSEKRI10Actively engage in group
reading activities with
purpose and
understanding.
ELAGSEKRI4With prompting and
support, ask and answer
questions about unknown
words in a text.
ELAGSEKRI5Identify the front cover,
back cover, and title page
of a book.
ELAGSEKRI6Name the author and
illustrator of a text and
define the role of each in
presenting ideas or
information in a text.
ELAGSEKRI7With prompting and
support, describe the
relationship between
illustrations and the story
in which they appear.
(e.g., what moment in a
story an illustration
depicts)
ELAGSEKRI8With prompting and
support, identify the
reasons an author gives
to support points in a
text.
ELAGSEKRI9With prompting and
support, identify basic
similarities and
differences between two
texts on the same topic.
(e.g., in illustration,
descriptions, or
procedures)
ELAGSEKRI5Identify the front cover, back
cover, and title page of a
book.
ELAGSEKRI6Name the author and
illustrator of a text and
define the role of each in
presenting ideas or
information in a text.
ELAGSEKRI7With prompting and support,
describe the
relationship between
illustrations and the story in
which they appear. (e.g.,
what moment in a story an
illustration depicts)
ELAGSEKRI8With prompting and support,
identify the reasons an
author gives to support
points in a text.
ELAGSEKRI9With prompting and support,
identify basic similarities and
differences between two
texts on the same topic.
(e.g., in illustration,
descriptions, or procedures)
ELAGSEKRI10Actively engage in group
reading activities with
purpose and understanding.
ELAGSEKRI10Actively engage in group
reading activities with
purpose and
understanding.
Revised 7/13/2015
Glynn County Kindergarten Instructional Pacing Guide
Language
Language
Language
Language
ELAGSEKL1Demonstrate command of
conventions of standard
English grammar and
usage when writing or
speaking.
ELAGSEKL1Demonstrate command
of conventions of
standard English
grammar and usage when
writing or speaking.
ELAGSEKL1Demonstrate command
of conventions of
standard English
grammar and usage when
writing or speaking.
ELAGSEKL1Demonstrate command of
conventions of standard
English grammar and usage
when writing or speaking.
a. Print many upper and
lowercase letters.
d. Understand and use
question words
(interrogatives) (e.g.,
who, what, where,
when, why, how).
f. Produce and expand
complete sentences in
shared language activities.
ELAGSEKL5With guidance and support
from adults, explore word
relationships and nuances
in word meanings.
a. Sort common objects
into categories (e.g.
shapes, foods) to gain a
sense of the concepts the
categories represent.
ELAGSEK6Use words and phrases
acquired through
conversations, reading and
being read to, and
responding to texts.
a. Print many upper and
lowercase letters.
a. Print many upper and
lowercase letters.
b. Use frequently
occurring nouns and
verbs.
b. Use frequently
occurring nouns and
verbs.
c. Form plural nouns
orally by adding /s/ or
/es/ (e.g., dog, dogs;
wish, wishes) when
speaking.
c. Form plural nouns
orally by adding /s/ or
/es/ (e.g., dog, dogs;
wish, wishes) when
speaking.
d. Understand and use
question words
(interrogatives) (e.g.,
who, what, where, when,
why, how).
d. Understand and use
question words
(interrogatives) (e.g.,
who, what, where, when,
why, how).
e. Use the most
frequently occurring
prepositions (e.g., from,
in, out, on, off, far, of,
by, with).
e. Use the most
frequently occurring
prepositions (e.g., from,
in, out, on, off, far, of, by,
with).
f. Produce and expand
complete sentences in
shared language
activities.
f. Produce and expand
complete sentences in
shared language
activities.
ELAGSEKL2
Demonstrate command
of the conventions of
standard English
capitalization,
punctuation, and spelling
when writing.
ELAGSEKL2
Demonstrate command
of the conventions of
standard English
capitalization,
punctuation, and spelling
when writing.
a. Capitalize the first
word in a sentence and
the pronoun I.
a. Capitalize the first
word in a sentence and
the pronoun I.
a. Print many upper and
lowercase letters.
b. Use frequently occurring
nouns and verbs.
c. Form plural nouns orally
by adding /s/ or /es/ (e.g.,
dog, dogs; wish, wishes)
when speaking.
d. Understand and use
question words
(interrogatives) (e.g., who,
what, where, when, why,
how).
e. Use the most frequently
occurring prepositions (e.g.,
from, in, out, on, off, far, of,
by, with).
f. Produce and expand
complete sentences in
shared language activities.
ELAGSEKL2
Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling
when writing.
a. Capitalize the first word in
a sentence and the pronoun
I.
Revised 7/13/2015
Glynn County Kindergarten Instructional Pacing Guide
b. Recognize and name
end punctuation.
b. Recognize and name
end punctuation.
b. Recognize and name end
punctuation.
c. Write a letter or letters
for most consonant and
short vowels sounds
(phonemes).
c. Write a letter or letters
for most consonant and
short vowels sounds
(phonemes).
c. Write a letter or letters for
most consonant and short
vowels sounds (phonemes).
d. Spell simple words
phonetically, drawing on
knowledge of sound
symbol relationships.
d. Spell simple words
phonetically, drawing on
knowledge of sound
symbol relationships.
ELAGSEKL5With guidance and
support from adults,
explore word
relationships and nuances
in word meanings.
ELAGSEKL4
Determine or clarify the
meaning of unknown and
multiple-meaning words
and phrases based on
kindergarten reading and
content.
a. Sort common objects
into categories (e.g.
shapes, foods) to gain a
sense of the concepts the
categories represent.
ELAGSEKL6Use words and phrases
acquired through
conversations, reading
and being read to, and
responding to texts.
a. Identify new meanings
for familiar words and
apply them accurately
(e.g., duck as a bird and
learning the verb to
duck.)
b. Use the most
frequently occurring
inflections and affixes
(e.g. –ed,-s, re-,un-,pre-,ful,-less) as a clue to the
meaning of an unknown
word.
ELAGSEKL5With guidance and
support from adults,
explore word
relationships and nuances
in word meanings.
a. Sort common objects
into categories (e.g.
shapes, foods) to gain a
sense of the concepts the
categories represent.
d. Spell simple words
phonetically, drawing on
knowledge of sound symbol
relationships.
ELAGSEKL4
Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on
kindergarten reading and
content.
a. Identify new meanings for
familiar words and apply
them accurately (e.g., duck
as a bird and learning the
verb to duck.)
b. Use the most frequently
occurring inflections and
affixes (e.g. –ed,-s, re-,un,pre-,-ful,-less) as a clue to
the meaning of an unknown
word.
ELAGSEKL5With guidance and support
from adults, explore word
relationships and nuances in
word meanings.
a. Sort common objects into
categories (e.g. shapes,
foods) to gain a sense of the
concepts the categories
represent.
Revised 7/13/2015
Glynn County Kindergarten Instructional Pacing Guide
b. Demonstrate
understanding of
frequently occurring
verbs and adjectives by
relating them to their
opposites (antonyms).
b. Demonstrate
understanding of frequently
occurring verbs and
adjectives by relating them
to their opposites
(antonyms).
c. Identify real life
connections between
words and their use (e.g.,
note places at school
that are colorful)
c. Identify real life
connections between words
and their use (e.g., note
places at school that are
colorful)
d. Distinguish shades of
meaning among verbs
describing the same
general action (e.g.,
walk, march, strut,
prance) by acting out the
meanings.
d. Distinguish shades of
meaning among verbs
describing the same general
action (e.g., walk, march,
strut, prance) by acting out
the meanings.
ELAGSEKL6Use words and phrases
acquired through
conversations, reading
and being read to, and
responding to texts.
ELAGSEKL6Use words and phrases
acquired through
conversations, reading and
being read to, and
responding to texts.
Speaking and Listening
Speaking and Listening
Speaking and Listening
Speaking and Listening
ELAGSEKSL1Participate in collaborative
conversations with diverse
partners about
kindergarten topics and
texts with peers and adults
in small and larger groups.
ELAGSEKSL1Participate in
collaborative
conversations with
diverse partners about
kindergarten topics and
texts with peers and
adults in small and larger
groups.
ELAGSEKSL1Participate in
collaborative
conversations with
diverse partners about
kindergarten topics and
texts with peers and
adults in small and larger
groups.
ELAGSEKSL1Participate in collaborative
conversations with diverse
partners about kindergarten
topics and texts with peers
and adults in small and larger
groups.
a. Follow agreed upon
rules for discussions (e.g.,
listening to others and
taking turns speaking
about topics and texts
under discussion).
a. Follow agreed upon
rules for discussions (e.g.,
listening to others and
taking turns speaking
about topics and texts
under discussion).
b. Continue a
conversation through
multiple exchanges.
b. Continue a
conversation through
multiple exchanges.
a. Follow agreed upon
rules for discussions (e.g.,
listening to others and
taking turns speaking
about topics and texts
under discussion).
b. Continue a conversation
through multiple
exchanges.
a. Follow agreed upon rules
for discussions (e.g., listening
to others and taking turns
speaking about topics and
texts under discussion).
b. Continue a conversation
through multiple exchanges.
Revised 7/13/2015
Glynn County Kindergarten Instructional Pacing Guide
ELAGSEKSL2Confirm understanding of
written texts read aloud or
information presented
orally or through media by
asking and answering
questions about key
details and requesting
clarification if something is
not understood.
ELAGSEKSL2Confirm understanding of
written texts read aloud
or information presented
orally or through media
by asking and answering
questions about key
details and requesting
clarification if something
is not understood.
ELAGSEKSL2Confirm understanding of
written texts read aloud
or information presented
orally or through media
by asking and answering
questions about key
details and requesting
clarification if something
is not understood.
ELAGSEKSL3Ask and answer questions
in order to seek help, get
information, or clarify
something that is not
understood.
ELAGSEKSL3Ask and answer questions
in order to seek help, get
information, or clarify
something that is not
understood.
ELAGSEKSL3Ask and answer questions
in order to seek help, get
information, or clarify
something that is not
understood.
ELAGSEKSL4Describe familiar people
places, things, and events
and, with prompting and
support provide additional
detail.
ELAGSEKSL4Describe familiar people
places, things, and events
and, with prompting and
support provide
additional detail.
ELAGSEKSL4Describe familiar people
places, things, and events
and, with prompting and
support provide
additional detail.
ELAGSEKSL5Add drawings or other
visual displays to provide
additional detail.
ELAGSEKSL5Add drawings or other
visual displays to provide
additional detail.
ELAGSEKSL6Speak audibly and
express thoughts,
feelings, and ideas
clearly.
ELAGSEKSL6Speak audibly and
express thoughts,
feelings, and ideas
clearly.
Writing
Writing
Writing
Writing
ELAGSEKW2Use a combination of
drawing, dictating, and
writing to compose
informative/explanatory
texts in which they name
what they are writing
about and supply some of
the information about the
topic.
ELAGSEK3Use 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.
ELAGSEKW2Use a combination of
drawing, dictating, and
writing to compose
informative/explanatory
texts in which they name
what they are writing
about and supply some of
the information about the
topic.
ELAGSEKW1Use a combination of
drawing, dictating, and
writing to compose opinion
pieces in which they tell a
reader the topic or the
name of the book they are
writing about and state an
opinion or preference about
the topic of the book (e.g.,
My favorite book is)
ELAGSEKSL6Speak audibly and express
thoughts, feelings, and
ideas clearly.
ELAGSEKSL2Confirm understanding of
written texts read aloud or
information presented orally
or through media by asking
and answering questions
about key details and
requesting clarification if
something is not understood.
ELAGSEKSL3Ask and answer questions in
order to seek help, get
information, or clarify
something that is not
understood.
ELAGSEKSL4Describe familiar people
places, things, and events
and, with prompting and
support provide additional
detail.
ELAGSEKSL5Add drawings or other visual
displays to provide additional
detail.
ELAGSEKSL6Speak audibly and express
thoughts, feelings, and ideas
clearly.
Revised 7/13/2015
Glynn County Kindergarten Instructional Pacing Guide
ELAGSEKW3Use 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.
ELAGSEKW5With guidance and support
from adults, respond to
questions and suggestions
form peers to add details
to strengthen writing as
needed.
ELAGSEKW6With guidance and support
from adults, explore a
variety of digital tools to
produce and publish
writing, including
collaboration with peers.
ELAGSEKW7Participate in shared
research and writing
projects. (e.g., explore a
number of books by a
favorite author and
express opinions about
them).
ELAGSEKW8- With
guidance and support from
adults, recall information
from experiences or
gather information from
provide sources to answer
a question.
ELAGSEKW5With guidance and
support from adults,
respond to questions and
suggestions form peers to
add details to strengthen
writing as needed.
ELAGSEKW6With guidance and
support from adults,
explore a variety of digital
tools to produce and
publish writing, including
collaboration with peers
ELAGSEKW7Participate in shared
research and writing
projects. (e.g., explore a
number of books by a
favorite author and
express opinions about
them).
ELAGSEKW3Use 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.
ELAGSEKW2Use a combination of
drawing, dictating, and
writing to compose
informative/explanatory
texts in which they name
what they are writing about
and supply some of the
information about the topic.
ELAGSEKW5With guidance and
support from adults,
respond to questions and
suggestions form peers to
add details to strengthen
writing as needed.
ELAGSEKW5With guidance and support
from adults, respond to
questions and suggestions
form peers to add details to
strengthen writing as
needed.
ELAGSEKW6With guidance and
support from adults,
explore a variety of digital
tools to produce and
publish writing, including
collaboration with peers.
ELAGSEKW6With guidance and support
from adults, explore a variety
of digital tools to produce
and publish writing, including
collaboration with peers.
ELAGSEKW7Participate in shared
research and writing
projects. (e.g., explore a
number of books by a
favorite author and
express opinions about
them).
ELAGSEKW8- With
guidance and support
from adults, recall
information from
experiences or gather
information from provide
sources to answer a
question.
ELAGSEKW7Participate in shared
research and writing
projects. (e.g., explore a
number of books by a
favorite author and express
opinions about them).
ELAGSEKW8- With guidance
and support from adults,
recall information from
experiences or gather
information from provide
sources to answer a
question.
Revised 7/13/2015
Glynn County Kindergarten Instructional Pacing Guide
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
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
Bolded and highlighted language arts standards indicate new learning.
Writing standards follow the pacing as outlined in the Calkins Units of Study.
Reading and Math Pacing is aligned to ensure that standards are taught before they are assessed as
outlined in the GKIDS Pacing Map.
Reading Foundational Standards are paced as outlined by The Continuum of Literacy Learning (Fountas
and Pinnell) with the exception of a slight acceleration of letter and sound recognition due to students’
early exposure through the currently adopted Pre-K Big Day program.
Considerations in regards to pacing of Fountas and Pinnell K Phonics:
o Align and implement Fountas and Pinnell Phonics lessons as outlined on the district language arts
pacing guide. Overall though, be certain to always consider the needs of your students based on
your observations and assessments.
o Be mindful that many lessons are generative lessons. That means these lessons provide a
reoccurring structure that you can use with similar items within a knowledge set, for example to
teach beginning consonants.
Revised 7/13/2015
Glynn County Kindergarten Instructional Pacing Guide
Social Studies
First Nine Weeks
Second Nine Weeks
Third Nine Weeks
Fourth Nine Weeks
SSKH1 Identify
purpose of Nat’l
holidays/describe
people/events
celebrated: Labor Day
and Columbus Day
SSKH1 Identify
purpose of Nat’l
holidays/describe
people/events
celebrated: Veteran’s
Day, Thanksgiving
SSKH1 Identify
purpose of Nat’l
holidays/describe
people/events
celebrated: , MLK,
President’s Day
SSKH2 American
symbols and their
meaning (introduce the
flag and the Pledge of
Allegiance)
SSKG1 Family
celebrations/customs:
Thanksgiving,
Halloween,
Christmas/Hanukah,
Kwanza
SSKH2 American
symbols and their
meaning: Eagle, Liberty
Bell, Statue of Liberty,
etc.
SSKH1 Identify
purpose of Nat’l
holidays/describe
people/events
celebrated: Memorial
Day, Flag Day,
Independence Day
celebrations/customs:
St. Patrick’s Day, Easter
SSKCG1a, b Good
citizenship
SSKG1 Family
celebrations/customs
SSKE1 Community
Helpers
SSKCG1a, b Good
citizenship
SSKE2 Earning income
SSKE3a Goods/services
SSKCG2 Retell stories
about people who
illustrate positive
character traits
SSKE3b U.S.
coins/currency
SSKE4 Wants/Needs
SSKE3b U.S.
coins/currency
SSKH3 Chronology:
Day, week, month,
year, morning,
afternoon, night,
today, tomorrow,
yesterday
SSKG3 City, county,
state, country,
continent
SSKH3 Chronology:
Before, after, first,
next, last, past,
present, future, now,
and long ago
SSKG1 Family
celebrations/customs:
Valentine’s
Day, Ground Hog Day
SSKCG1a, b Good
citizenship
SSKCG2 Retell stories
about people who
illustrate positive
character traits
SSKE3b U.S.
coins/currency
SSKCG2 Retell stories
about people who
illustrate positive
character traits
SSKH3 Chronology:
Day, week, month,
year, morning,
afternoon, night,
today, tomorrow,
yesterday
SSKE3b U.S.
coins/currency
SSKG2a, b, c Maps and
globes
SSKH3 Chronology:
Day, week, month,
year, morning,
afternoon, night,
today, tomorrow,
yesterday
SSKCG1a, b Good
citizenship
Revised 7/13/2015
Glynn County Kindergarten Instructional Pacing Guide
SSKCG2 Retell stories
about people who
illustrate positive
character traits
SSKH3 Chronology:
Day, week, month,
year, morning,
afternoon, night,
today, tomorrow,
yesterday

Social Studies standards in bold, italics indicate ongoing standards.
Revised 7/13/2015
Glynn County Kindergarten Instructional Pacing Guide
Science
First Nine Weeks
Second Nine Weeks
Third Nine Weeks
Fourth Nine Weeks
SKP1
Senses/colors/shapes/
textures, etc.
a. Compare/sort
material of different
composition
b. Use senses to
classify common
materials
SKE1 Time
patterns/objects in
day/night sky
(combine with globes)
a. Changes that occur
in day/night cycle
b. Classify objects seen
in day/night sky
c. Sun supplies heat to
Earth
SKP2 Motion
a. Sort objects
according to motion
b. Push, pull, roll
objects/describe
motion
SKL2 Plants/animals
a.
Similarities/differences
in animals
b.
Similarities/differences
in plants
c.
Similarities/differences
parent/baby
d. Match
parent/offspring,
explain
e. Similar/different
from other students
SKE2 Rocks/soils
a. Senses to
observe/group rocks by
attributes
b. Senses to observe
soil
c. Earth materials –
soil, rocks, water, air,
etc
*MKM2c Seasons –
Summer/Fall
*MKM2c Seasons –
Fall/Winter
SKP3 Gravity
a. Things in sky return
to earth
b. Sun, moon, stars in
sky, but don’t come
down
c. why book doesn’t fall
when placed on table,
but does fall when
dropped.
*MKM2c Seasons –
Winter/Spring
SKL1 Living/nonliving
a. Difference between
living/nonliving
b. Group animals
according to
observable features
c. Group plants
according to
observable features
*MKM2c Seasons –
Spring/Summer
Revised 7/13/2015