Early Childhood 5-Year-Old (Kindergarten) Curriculum
Kindergarten – Academic Year 2013-2014
Quarter 4
Curriculum Standards and Performance Indicators
This document contains a comprehensive list of all the curriculum standards and
performance indicators that were assessed in the 4th quarter of the academic year
and should be referred to in order to fully understand the student’s individual report
card for this quarter.
English Language Arts (Common Core)
READING: LITERATURE
KEY IDEAS AND DETAILS
The Student will read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
 With prompting and support, ask and answer questions about key details in a text.
The Student will determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
 With prompting and support, retell familiar stories, including key details.
The student will analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
 With prompting and support, identify characters, settings, and major events in a
story.
CRAFT AND STRUCTURE
The Student will interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
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Ask and answer questions about unknown words in a text.
The Student will analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate
to each other and the whole.
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Recognize common types of texts (e.g., storybooks, poems).
The Student will assess how point of view or purpose shapes the content and style of a text.
 With prompting and support, name the author and illustrator of a story and define
the role of each in telling the story.
Early Childhood 5-Year-Old (Kindergarten) Curriculum
INTEGRATION OF KNOWLEDGE AND IDEAS
The Student will integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
 With 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).
The Student will analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
 With prompting and support, compare and contrast the adventures and
experiences of characters in familiar stories.
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
The Student will read and comprehend complex literary and informational texts
independently and proficiently.
 Actively engage in group reading activities with purpose and understanding.
READING: FOUNDATIONAL SKILLS
PRINT CONCEPTS
The Student will demonstrate understanding of the organization and basic features of print.
 Follow words from left to right, top to bottom, and page by page.
 Recognize that spoken words are represented in written language by specific
sequences of letters.
 Understand that words are separated by spaces in print.
 Recognize and name all upper- and lowercase letters of the alphabet.
PHONOLOGICAL AWARENESS
The Student will demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
 Recognize and produce rhyming words.
 Count, pronounce, blend, and segment syllables in spoken words.
 Blend and segment onsets and rimes of single-syllable spoken words.
 Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include
CVCs ending with /l/, /r/, or /x/.
 Add or substitute individual sounds (phonemes) in simple, one-syllable words to
make new words.
PHONICS AND WORD RECOGNITION
The Student will know and apply grade-level phonics and word analysis skills in decoding
words.
 Demonstrate basic knowledge of letter-sound correspondences by producing the
primary or most frequent sound for each consonant.
 Associate the long and short sounds with the common spellings (graphemes) for the
five major vowels.
 Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are,
do, does).
 Distinguish between similarly spelled words by identifying the sounds of the letters
that differ.
Early Childhood 5-Year-Old (Kindergarten) Curriculum
WRITING
TEXT TYPES AND PURPOSES
The Student will write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
 Use 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 or book (e.g., My favorite book
is…).
The Student will write informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective selection, organization, and
analysis of content.
 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.
The Student will write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
 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.
PRODUCTION AND DISTRIBUTION OF WRITING
The Student will develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
 With guidance and support from adults, respond to questions and suggestions
from peers and add details to strengthen writing as needed.
The Student will use technology, including the Internet, to produce and publish writing and
to interact and collaborate with others.
 With guidance and support from adults, explore a variety of digital tools to
produce and publish writing, including in collaboration with peers.
RESEARCH TO BUILD AND PRESENT KNOWLEDGE
The Student will conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under investigation.
 Participate in shared research and writing projects (e.g., explore a number of
books by a favorite author and express opinions about them).
The Student will gather relevant information from multiple print and digital sources, assess
the credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.
 With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
LISTENING AND SPEAKING
COMPREHENSION AND COLLABORATION
The Student will prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing their own
clearly and persuasively.
 Participate in collaborative conversations with diverse partners about kindergarten
topics and texts with peers and adults in small and larger groups.
Early Childhood 5-Year-Old (Kindergarten) Curriculum
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Follow agreed-upon rules for discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion)
Continue a conversation through multiple exchanges.
The Student will integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
 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.
The Student will evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric.
 Ask and answer questions in order to seek help, get information, or clarify
something that is not understood.
PRESENTATION OF KNOWLEDGE AND IDEAS
The Student will present information, findings, and supporting evidence such that listeners
can follow the line of reasoning and the organization, development, and style are
appropriate to task, purpose, and audience.
 Describe familiar people, places, things, and events and, with prompting and
support, provide additional detail.
The Student will make strategic use of digital media and visual displays of data to express
information and enhance understanding of presentations.
 Add drawings or other visual displays to descriptions as desired to provide
additional detail.
The Student will adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or appropriate.
 Speak audibly and express thoughts, feelings, and ideas clearly.
LANGUAGE
CONVENTIONS OF STANDARD ENGLISH
The Student will demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
 Print many upper- and lowercase letters.
 Use frequently occurring nouns and verbs.
 Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish,
wishes).
 Understand and use question words (interrogatives) (e.g., who, what, where, when,
why, how).
 Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for,
of, by, with).
 Produce and expand complete sentences in shared language activities.
The Student will demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
 Capitalize the first word in a sentence and the pronoun I.
Early Childhood 5-Year-Old (Kindergarten) Curriculum
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Recognize and name end punctuation.
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
KNOWLEDGE OF LANGUAGE
VOCABULARY ACQUISITION AND USE
The Student will determine or clarify the meaning of unknown and multiple-meaning words
and phrases by using context clues, analyzing meaningful word parts, and consulting
general and specialized reference materials, as appropriate.
 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on kindergarten reading and content.
 Identify new meanings for familiar words and apply them accurately (e.g., knowing
duck is a bird and learning the verb to duck).
 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.
The Student will demonstrate understanding of word relationships and nuances in word
meanings.
 Demonstrate understanding of frequently occurring verbs and adjectives by relating
them to their opposites (antonyms).
 Identify real-life connections between words and their use (e.g., note places at
school that are colorful)
 Distinguish shades of meaning among verbs describing the same general action
(e.g., walk, march, strut, prance) by acting out the meanings.
Mathematics (adapted from American Education Reaches Out--AERO)
PROCESS STANDARDS (Common Core)
Process Skills are the unifying factor in all mathematics classes.
 Make sense of problems and persevere in solving them.
 Reason abstractly and quantitatively.
 Construct viable arguments and critique the reasoning of others.
 Model with Mathematics
 Use appropriate tools strategically.
 Attend to precision.
 Look for and make use of structure
 Look for and express regularity in repeated reasoning.
NUMBERS AND OPERATIONS (Content):
The Student will understand and apply numbers, ways of representing numbers,
relationships among numbers, and number systems.
NUMBERS AND NUMBER SENSE
The Student will understand and demonstrate a sense of what numbers mean and how they
are used.
 Counting : Count forward by 1’s and tens to 100 and backward from 100 with and
without objects
 Place Value: Identify place value of each digit utilizing standard and expanded
form through 20.
 Ordering and Comparing (Ordinal Numbers) : Use the ordinal numerals 1st
through 10th to discuss positions in ordered lists
Early Childhood 5-Year-Old (Kindergarten) Curriculum
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Fractions and Decimals: Identify and name halves and whole using concrete items
Counting Money: Identify and sort coins of the host country
OPERATIONS ON NUMBERS
The Student will understand meanings of operations and how they relate to one another.
 Computation Whole numbers : Use concrete objects to model simple joining and
separating situations (addition and subtraction) of whole numbers related to sums
of 10 or less and write corresponding number sentence.
 Properties of Numbers: Model meanings of operations and the relationship
between addition and subtraction (e.g., identity element of addition, commutative
property) using manipulatives
NUMERICAL OPERATIONS AND ESTIMATION
The Student will accurately calculate and use estimation techniques, number relationships,
operation rules, and algorithms; they will determine the reasonableness of answers and the
accuracy of solutions.
 Estimation Estimate the number of objects in a group of 20 or less and count to
evaluate reasonableness of estimation
 Problem Solving Create grade –appropriate story picture and story problems,
solve using a variety of strategies, present and justify results
MEASUREMENT (Content)
PHYSICAL ATTRIBUTES
The Student will demonstrate an understanding of units of measure and measurable
attributes of objects.
 Calendar: Name in order the days of the week
 Comparison, Estimation and Conversion: Use comparative vocabulary in
measurement settings (e.g., long/longer, short/shorter, more/less, hotter/colder,
heavier/lighter, bigger/smaller)
SYSTEMS OF MEASUREMENT
The Student will identify and use units, systems and processes of measurement.
 Measuring: Identify and describe measurable attributes, such as length, weight, and
capacity, and use these attributes to make direct comparisons
 Units: Measure length with non-standard units; e.g., paper clips, cubes
 Compare, Order, and Estimation: Determine and describe comparisons of length
(longer, shorter, the same), mass (heavier, lighter, the same), and capacity (holds
more, less, or about the same) using different-shaped or congruent containers,
objects or figures.
DATA ANALYSIS AND PROBABILITY (Content)
The Student will develop an understanding of Data Analysis and Probability by
solving problems in which there is a need to collect, appropriately represent, and
interpret data; to make inferences or predictions and to present convincing
arguments; and to model mathematical situations to determine the probability.
DATA REPRESENTATION
The Student will formulate questions that can be addressed with data and collect, organize
and display relevant data to answer them. The student knows, in the making of artwork,
how to use the various media to create desired sensory qualities, organizational principles
and expressive features.
Early Childhood 5-Year-Old (Kindergarten) Curriculum
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Organizing and Representing Data: Collect and organize data by counting and using
tally marks and other symbols.
Science (Adapted from American Education Reaches Out--AERO)
PHYSICAL SCIENCE
FORMS OF ENERGY
The Student will comprehend the characteristics of energy and the interactions between
matter and energy.
 Observe how energy does things (e.g., batteries, the sun, wind, electricity).
 Classify objects in terms of their relative temperature (e.g., hotter and colder)
 Describe the effects of the sun’s energy on different material
 Identify natural sources of light (e.g., sun, fireflies, deep sea creatures, fire,
lightning) and artificial sources of light (e.g., light bulbs, matches, candles)
MOTION AT THE MACROSCOPIC LEVEL:
The Student will comprehend that the motion of an object is affected by force.
 Describe spatial relationships (i.e., above, below, next to, left, right, middle, center)
of objects.
THE EARTH
The Student will gain an understanding of the structure, dynamics, and geophysical systems
of the earth.
 All students will gain an understanding of the structure, dynamics, and geophysical
systems of the earth.
THE EARTH (PROPERTIES OF EARTH’S MATERIALS):
The Student will demonstrate an understanding materials that make up the earth, including
rocks, minerals, soils, and fossils, and how they are formed.
 Identify the earth materials (i.e., rocks, soil, water, air) found in aquatic and
terrestrial environments
 Use the senses to observe and then describe the physical properties of soil
components.
EARTH SCIENCE (ENERGY IN EARTH SYSTEMS):
The Student will comprehend that energy from the sun provides heat and light for the Earth
and is essential for plant growth.
 Compare temperatures in sunny and shady places.
THE LIVING ENVIRONMENT
The Student will comprehend the basic concepts and principles of life science.
THE LIVING ENVIRONMENT (STRUCTURE AND FUNCTION – ORGANIZATION AND
DEVELOPMENT)
The Student will comprehend that all life forms, at all levels of organization, use specialized
structures and similar processes to meet life’s needs.
 Sort animals and plants by observable characteristics
LIFE SCIENCE (STRUCTURES AND FUNCTIONS OF LIVING SYSTEMS- MATTER AND ENERGY
TRANSFORMATION)
Early Childhood 5-Year-Old (Kindergarten) Curriculum
Students will understand how living things obtain and use energy.
 Identify basic needs of plants and animals: Food, water, light, air, space
THE LIVING ENVIRONMENT (STRUCTURES AND FUNCTIONS OF LIVING SYSTEMSINTERDEPENDENCE
 Act out or construct simple diagrams (pictures or words) that shows a simple food
web.
THE LIVING ENVIRONMENT (HEREDITY AND REPRODUCTION)
The Student will comprehend the transmission of traits in living things.
 Describe the major stages that characterize the life cycle of the frog and butterfly as
they go through metamorphosis.
 Describe plant development and growth
 Describe how plants and animals usually resemble their parents.
Social Studies
The Student will understand and evaluate the modern world through analyzing essential
concepts in civics, economics, geography, history, and sociology.
 Explore the ways in which families are alike and different (Home: Then and Now)
 Identify and understand the individual’s responsibilities to family, peers, and the
community (Home: Then and Now)
 Understand how different groups of people take responsibility for the common good
(Community Helpers)
READING: INFORMATIONAL TEXT (Common Core English Language Arts Curriculum,
developed by Social Studies.)
KEY IDEAS AND DETAILS
The Student will read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
 With prompting and support, ask and answer questions about key details in a text.
The Student will determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
 With prompting and support, identify the main topic and retell key details of a
text.
The Student will analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
 With prompting and support, describe the connection between two individuals,
events, ideas, or pieces of information in a text.
CRAFT AND STRUCTURE
The Student will interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
 With prompting and support, ask and answer questions about unknown words in a
text.
Early Childhood 5-Year-Old (Kindergarten) Curriculum
The Student will analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate
to each other and the whole.
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Identify the front cover, back cover, and title page of a book.
The Student will assess how point of view or purpose shapes the content and style of a text.
 Name the author and illustrator of a text and define the role of each in presenting
the ideas or information in a text.
INTEGRATION OF KNOWLEDGE AND IDEAS
The Student will integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
 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).
The Student will delineate and evaluate the argument and specific claims in a text, including
the validity of the reasoning as well as the relevance and sufficiency of the evidence.
 With prompting and support, identify the reasons an author gives to support
points in a text.
The Student will analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
 With prompting and support, identify basic similarities in and differences between
two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
The Student will read and comprehend complex literary and informational texts
independently and proficiently.
 Actively engage in group reading activities with purpose and understanding.
Língua Portuguesa
ORALIDADE
O aluno deverá exprimir-se oralmente com coerência e clareza, usando estratégias orais
apropriadas, de acordo com a finalidade pretendida.
 Exprimir-se oralmente com coerência e clareza;
 Utilizar vocabulário adequado a cada situação e frases simples de tipos diversos;
 Transmitir recados ou mensagens;
LEITURA
O aluno deverá ler, compreender, interpretar e analisar de forma crítica diferentes tipos de
texto.
 Reconhecer palavras pela junção de letras móveis;
 Inventar pequenas legendas;
ESCRITA
O aluno deverá escrever textos coerentes e claros, de tipologia diversa, aplicando os
conhecimentos adequados do funcionamento da língua, sua gramática e estruturação.
 Aplicar o grafismo como forma de escrita;
 Fazer séries de desenhos para descrever uma história com legendas;
Early Childhood 5-Year-Old (Kindergarten) Curriculum
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Escrever nomes próprios com letra maiúscula;
Terminar a frase com um sinal de pontuação (ponto final e de interrogação);
Identificar as vogais e as consoantes.
EDUCAÇÃO LITERÁRIA E CULTURAL
O aluno deverá compreender a importância e influência do contexto de produção dos textos
literários ou não literários.
 Aprofundar alguns factos históricos, culturais e geográficos pertencentes à cultura
portuguesa.
 Vivenciar, na sala, os dias festivos e as tradições com canções e jogos tradicionais;
Information Technology
CREATIVITY AND INNOVATION
The Student will demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
 Creates a digital product using drawing/painting software to produce and reinforce
classroom curriculum.
 Uses teacher selected web base resources to generate an original work.
RESEARCH AND INFORMATION FLUENCY
The Student will apply digital tools to gather, evaluate, and use information.
 Understands that computers can be used to visit far-away places and learn new
things (e.g. visit a zoo through live web cams).
CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING
The Student will use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and resources.
 Identifies that a variety of forms of digital content (DVDs, internet, videos) can be
used to learn information about a subject.
DIGITAL CITIZENSHIP – TECHNOLOGY AND SOCIETY
The Student will understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior.
 Demonstrates proper care of equipment, follows classroom rules, handles equipment
with care and respects the work of others.
TECHNOLOGY OPERATIONS AND CONCEPTS
The Student will demonstrate a sound understanding of technology concepts, systems, and
operations.
 Is able to start and shutdown the computer.
 Uses the keyboard to type letters and numbers and the special keys: shift, caps-lock,
return, delete, backspace, space bar and arrow keys.
 Uses components of windows: scroll bar, menu bar, minimize, maximize.
 Logs on to school network using a general login/password.
Fine Arts: Music
PERFORM
Early Childhood 5-Year-Old (Kindergarten) Curriculum
The Student will read and notate music.
 Experience duration of sound and silence in relation to steady beats
The Student will analyze and evaluate his/her own performances.
 Describe and reflect on performance etiquette (e.g. stage behavior)
RESPOND
The Student will understand music in relation to history and culture.
 Identify connections between music of various time periods, cultures, and composers
 Sing, listen to, and describe music representative of a variety of world cultures
The Student will understand relationships among the arts and disciplines outside the arts.
 Identify similar themes in stories, movement, and songs
Fine Arts: Art
PERFORM
The Student will understand and can apply media, techniques and processes related to the
Visual Arts.
 Identify subject in representational art.
 Recognize shapes, colors and textures in art works.
The Student will know, in the making of artwork, how to use the various media to create
desired sensory qualities, organizational principles and expressive features.
 Recognize geometric and free form shapes.
 Use repeating shapes to form patterns.
RESPOND
The Student will understand, and can identify, the characteristics and merits of one’s own
artwork and the artwork of others.
 Discuss feelings in their work/the work of others.
Physical Education
The Student will use a variety of basic and advanced movement forms:
 Demonstrate a minimum of two critical elements used in non-manipulative
movements of bending, pushing, pulling, stretching, turning, twisting, swinging,
balancing, and rolling.
 Demonstrate a minimum of two critical elements used in manipulative skills while
moving.
The Student will understand the social and personal responsibility associated with
participation in physical activity.
The student will use appropriate behaviors and safe practices in physical activity settings.
 Demonstrate good listening skills when learning procedures and receiving instruction.
 Demonstrate ability to share, be cooperative and safe with others.