Kindergarten Q3 Fi… · Web viewIn 2014, the Shelby County Schools Board of Education adopted a...

Curriculum Framework Quarter 3 Social Studies Kindergarten

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Shelby County Schools2016-17

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Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. (An example of an effective daily lesson agenda appears at the end of this document.) Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage.

“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TNCore.orghttp://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.



KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

http://www.tncurriculumcenter.org/social_studies

http://tncore.org/specialized_disciplines.aspx


Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Framework Contents:Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Suggested Activities-Suggested Tasks, DBQs, TBQs, and Assignments– Suggestions for use in planning lessons with literacy connections. (Coded in green)Resources – Links to additional resources & Daily Lesson Plan sampleWIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English

Common Core State Standards: Focus on Vocabulary

Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.




Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction for native English speakers. (Examples of Tier 1 words are: clock, write, happy and walk.)

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas and may appear of redundant in oral language. Tier 2 words present challenges to students who primarily meet them in print. (Examples of Tier 2 words are: obvious, complex, establish and verify.)

Content Vocabulary (Tier 3) - Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Examples are: legislative, molecule, and genre.)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery…1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.2. Provide a student-friendly definition of the word.3. Suggest synonyms or antonyms for the word.4. Put the new word into a context or connect it to a known concept, morpheme, or root.5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word

with the written word on the wall.7. Use the new words in context of the lesson.8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.10. Expect pairs of students to construct semantic word maps for new vocabulary.11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.ReferencesMcEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.

What is a DBQ/TDQ?

Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information.

DBQS/TDQs, may not only be in the form of an actual question, but rather tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents.




Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

TDQ ResourcesUnderstanding Text-Dependent QuestionsA Guide to Creating Text Dependent and Specific Questions for Close Analytic Reading

WIDA

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.



WIDAhttps://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.

https://www.wida.us/standards/ELP_standardlookup.aspx

http://www.cde.ca.gov/be/cc/cd/documents/sept2012item2aatt5.doc

http://achievethecore.org/page/396/understanding-text-dependent-questions


Example: KK Writing “School”Entering:Draw personal responses to people, places, or objects in school from pictures or models

Beginning:Represent people, places, or objects in school from pictures and models using letters or scribble writings

Developing:Label people, places, or objects in school from pictures and models using words with invented spellings

Expanding:Make lists of people, places, or objects in school from pictures and models using words or phrases with invented spellings

Bridging:Create "stories" about people, places, or objects in school from pictures using phrases or short sentences with invented spellings

Example: KK Reading“Seasons”

Entering:Categorize pictures according to names of seasons in a whole group

Beginning:Find labeled illustrations or photographs modeled on word walls or displays of seasons in small groups

Developing:Match labeled illustrations or photographs of seasons to those in trade books in small groups

Expanding:Compare labeled illustrations of seasons in various trade books in small groups

Bridging:Identify words associated with seasons in illustrated expository text in small groups

Kindergarten Pacing Guide

Time 1st Quarter Time 3rd Quarter

Week 1-3 Culture – Government – Civics – History Recognizing differences among people and

communities; Rules and laws, Rights and responsibilities; Character traits

Weeks 1-3 History - Economics Interpret timelines to show the sequence of events Understand past, present, and future. All people have basic needs, wants, and jobs to provide support.

Week 4-6 Government – Civics – History Understanding symbols and appreciating the diversity

of human culture Differentiating between family traditions and customs Symbols stand for things that are important to people

Weeks 4-6 History Recognize major historical events that shaped our Nation and State. People have different types of jobs in our community.

Week 7-9 Government – Civics – History Weeks 7-9 History – Culture – Economics




Recognizing the role of various leaders as authority figures.

All people have basic needs, wants, and jobs to provide support. There are differences among people and their communities.

Time 2nd Quarter Time 4th Quarter

Week 1-3 Geography Maps and globes help us locate places in our

community/world and are a source of information. We can track events and holidays with the use of a

calendar.

Weeks 1-3 History Many people have made lasting contributions and differences in our

history to help form our state. April in April - Celebrating national holidays help us remember our

past.in Africa Week 4-9 Government – History - Culture

Celebrating national, traditional and cultural holidays help remember our past.

Voting/Elections/Current leaders

Weeks 4-6 Culture – Geography – Economics Africa in April-Locate honorary country on a map Compare and contrast: culture, geographic features, climate,

symbols, products, goods/services, and storiesWeeks 7-9 Culture – Geography – Economics – History

Recognize Global and Environmental Issues- Memphis in May. Locate Memphis in May country on a map/globe. Compare and contrast culture, holidays, and national symbols.

* Please note these time frames are suggested/estimated times. Actual instruction may vary due to schedule complications, remediation efforts or other factors.

TN State Social Studies Standards Guiding Questions &Vocabulary (Tier 2 & 3)

Instructional Activities & Resources

History and Economics Weeks 1- 3

Suggested Texts:Want vs. Need: Basic Economics (600L): http://www.socialstudiesforkids.com/articles/economics/wantsandneeds1.htm The Bag I’m Taking to Grandma’s by Shirley Neitzel (Lexile-640L) Needs and Wants by Gillia M. Olson (Lexile-280L)Martin Luther King(Lexile-470L): http://www.readworks.org/passages/martin-luther-king-jrMartin Luther King Jr. Day (First Step Nonfiction) by Robin Nelson Martin’s Big Words: The Life of Dr. Martin Luther King, Jr. by Doreen Rappaport (Lexile-410L)

K.5 Distinguish between wants and needs. (E)

K.5 What do we need? What do we want? I can explain the difference between

wants and needs.

K.5 The teacher will aloud read Want vs. Need: Basic Economics. Teacher will then read and display the PowerPoint: Wants and Needs. The teacher and students will generate a list or create an anchor chart of needs and wants that are encountered on a daily basis.



https://abiteoutofsecondgrade.files.wordpress.com/2016/10/needsandwants.jpg?w=298&h=431

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=14&cad=rja&uact=8&ved=0CDQQFjADOApqFQoTCPOllaeN68gCFQhIJgodBW4A_w&url=http%3A%2F%2Fstar.spsk12.net%2Fsocialscience%2F1%2Fss01_1.7_needsandwants.ppt&usg=AFQjCNGRfhgVShxUr4XNFbnzAro6AqUkBg

http://www.socialstudiesforkids.com/articles/economics/wantsandneeds1.htm

http://www.readworks.org/passages/martin-luther-king-jr

http://www.socialstudiesforkids.com/articles/economics/wantsandneeds1.htm




K.6 Identify and explain how the basic human needs of food, clothing, shelter and transportation are met. (E)

K.6 What are your basic needs? How do you meet your basic needs? How do families provide food and water, clothing and shelter for us? What is something you would like to have, but do not need to survive? What is one way to acquire what you need?

K.5 Students will view the video The Bernstein Bears Get the Gimmies and answer the following questions:

Who were the main characters of the video? What were they doing in the video? What did Mother Bear say was the purpose of the trip to the grocery

store? What did brother Bear and Sister Bear ask for throughout the story? How did Mother Bear and Father Bear feel when their cubs asked for

things in the store? Father Bear seemed to feel pressured to purchase the toys for the

cubs at towards the end of the video. Being pressured means that others tried to convince him to do something. What was said or done in the story to pressure Father Bear into purchasing the toys for his cubs?

What did Father Bear say or do to let us know how he felt after he bought the toys for his cubs?

The cubs did not understand the difference between needs and wants because_________________.

K.5 Using a T-Chart with the headings: NEED or WANT, students may draw or use magazine/newspaper photos to cut and paste things that are a need or a want. Teachers may refer to the link http://www.icanteachmychild.com/teaching-children-the-difference-between-wants-and-needs/ to see the steps to complete the assignment. Literacy W. K.7.

K.6 The teacher will display a carrot and ask students: What need would this carrot help us meet? (Food).

The teacher would then explain that a person could grow the carrot for themselves and if they do, then they are self-producing.The teacher may also ask:

What are some other things I might self-produce? (Answers will vary, but may include other produce grown in a garden, making articles of clothing,



http://www.icanteachmychild.com/teaching-children-the-difference-between-wants-and-needs/

http://www.icanteachmychild.com/teaching-children-the-difference-between-wants-and-needs/

https://www.youtube.com/watch?v=xhR4VtfgNWU




K.27 Scan historic photographs to gain information and arrange in sequential order. (H)

I can explain how people make decisions about their wants.

I can identify goods and services What might happen if our basic need

for food and water are not met? What might happen if our basic need

for clothing are not met? What might happen if our basic need

for shelter is not met?

K.27, K.28 What were some events Dr. King participated in?

I can listen to and talk about songs, poetry, literature and drama that relate to cultural heritage (family background).

building a house, etc.)The teacher will display a pair of pants and explain that while a person may not be able to grow carrots, they might be able to sew. Then they could trade their pants for carrots. Students will then discus other things that could be traded to meet basic needs. The teacher will chart the different needs that students discuss.

K.6 The teacher will display pictures, one at a time, of places in the local community where families may trade for things to meet their basic needs. These may include businesses, but also may include other places such as private homes. These are some places where we can meet our basic needs. Students name the place and tell what basic human need can be met there.

Grocery store Garden or farm Restaurant Clothing store Fabric store Building supply store

K.5, K6 Students will determine the importance of needs over wants. Students will focus on the economics concept of scarcity by developing an understanding of needs and wants and goods and services through the compelling question, “Can we ever get everything we need and want?” Teachers may refer to http://www.c3teachers.org/wp-content/uploads/2015/06/NewYork_K_NeedsandWants.pdf for the assignment.

K.29 After the teacher reads the passage Dr. Martin Luther King, Jr. aloud, the teacher will ask questions as:

Why did Dr. King fight for civil rights? Who did Dr. King have to go to school with as a young boy? Why? Why did Dr. King give his famous “I Have A Dream Speech?” Why do we celebrate Dr. King every year on the third Monday of

January?

K.27 students will create and share a time-line or individual timelines of Dr. Martin



https://www.superteacherworksheets.com/reading-comp/3rd-martin-luther-king_WMFNW.pdf?up=1466611200

http://www.c3teachers.org/wp-content/uploads/2015/06/NewYork_K_NeedsandWants.pdf

http://www.c3teachers.org/wp-content/uploads/2015/06/NewYork_K_NeedsandWants.pdf




K. 28 Use a combination of drawing, dictating, and writing to narrate a single event or several related events. (H)

K.29 Participate in shared research and writing projects to identify and describe the events or people celebrated during state and national holidays and why we celebrate them.

K. 29 Who was Dr. Martin Luther King and why is his birthday celebrated?

I can name state and federal holidays and explain them.

Content Vocabulary (Tier 3): basic ,needs, wants, community, neighborhood, celebration, holiday, leader, scarcity, shelter

Academic Vocabulary (Tier 2): clothing, more, less, alike, saving, pressure, explainVocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies http://iteslj.org/Techniques/Mehta-Vocabulary.html Teaching Vocabularyhttp://www.readingrockets.org/article/teaching-vocabulary Strategies for Vocabulary Developmenthttp://www.phschool.com/eteach/language_arts/2002_03/essay.html Vocabulary Building Strategieshttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx

Luther King Jr. using photographs of various events and dates in his life. Students will write a sentence or sentences about the life of Dr. King to accompany their timeline. Literacy RI.K.3, SL.K 6Photos of Dr. Martin Luther King Jr. at Different Ages

K.28, K.29 Read aloud and discuss with students a book and/ or technology on Dr. Martin Luther King, Jr. The students will state why we remember Dr. King’s birthday and brainstorm things we can do what can you do to honor his memory. Synthesize the information on why we celebrate Martin Luther King Jr. Day. Students will complete a bubble map as a prewriting strategy to write sentences about Dr. Martin Luther King, Jr. Literacy RL.K. 10, RI.K.1 Dr. Martin Luther King, Jr. Articlehttp://www.readworks.org/passages/martin-luther-king-jr

Shelby County Schools2016-1710 of 16

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http://www.readworks.org/passages/martin-luther-king-jr

http://www.borgenmagazine.com/5-young-photos-martin-luther-king-jr/

http://iteslj.org/Techniques/Mehta-Vocabulary.html




EconomicsWeeks 4-6

Suggested Texts:The Bag I’m Taking to Grandma’s by Shirley Neitzel (Lexile-640L) Needs and Wants by Gillia M. Olson (Lexile-280L)Martin Luther King, Jr. Day by Trudi Strain Trueit (Lexile-710L)Martin Luther King Jr. Day (First Step Nonfiction) by Robin Nelson Martin’s Big Words: The Life of Dr. Martin Luther King, Jr. by Doreen Rappaport (Lexile-410L)

K.7 Explain the benefits of saving money. (E)

K.8 Explain why people work andrecognize different types of jobs,including work done in the home, school, and community. (E)

K.9 Give examples of how familymembers, friends, and/oracquaintances use money directly orindirectly to make purchases. (E)

K.10 Use words relating to work such as: wants, needs, jobs, money, buying and selling in writing, drawing and conversation. (E)

K.7 What does saving mean? Why do people need to save money?

I can tell why saving money is important.

K.8 Why do people work? What are some jobs people work in our community? Why do we need different jobs in our community? Who are the people who help us in our community?

I can tell how people make, use and trade goods and services in my community.

K.9 How do you get things you want and need? I can give examples of how people use

money.

K.10 How can you explain work in writing, drawing and conversation?

I can use words relating to work.

K. 7 Read: A Bargain for Frances by Russell Hoban and have students discuss each trade book on saving money then draw 4 things and/or write about what they would save money for and why. Literacy RI.K.1 and RL.K 10

K.7 After reading Alexander, Who Used to Be Rich Last Sunday by Judith Viorst via the website http://bookbuilder.cast.org/view.php?op=view&book=51704&page=1, have students to create a T-Chart of things Alexander did to spend money and things he could have done to save money. Also have students to explain why saving should have been important to Alexander.

K.8 Discuss why people work and identify their jobs and job duties. Have students to create individual concept webs that detail their favorite job as the central idea along with duties of their chosen job.

K.8 Create a list of jobs. Share community helpers-by posters, puppets, and other media. Literacy RI.K.3

K. 9 Read “Corduroy” by Donald Freeman. Implement a token economy to reinforce positive behavior in class as well as to provide real life experiences with economics.Literacy RL.K.10



http://bookbuilder.cast.org/view.php?op=view&book=51704&page=1

http://bookbuilder.cast.org/view.php?op=view&book=51704&page=1




Content Vocabulary (Tier 3): community, basic needs, wants, bargain, trade, purchase, negotiate, scarcity, savingAcademic Vocabulary (Tier 2):Jobs, people, work, money, buy, save Vocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies http://iteslj.org/Techniques/Mehta-Vocabulary.html Teaching Vocabularyhttp://www.readingrockets.org/article/teaching-vocabulary Strategies for Vocabulary Developmenthttp://www.phschool.com/eteach/language_arts/2002_03/essay.html Vocabulary Building Strategieshttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx

K.10 Use a concept web graphic organizer to chart information about community helpers, wants, needs, jobs, money, buying and selling. Discuss the connections between each word. Allow students to discuss and write how a job impacts a person’s wants and needs. Literacy L.K.4a

Culture and History Weeks 7-9

Suggested Text:The Story of Ruby Bridges by Robert Cole (Lexile-730)My Dream of Martin Luther King , Jr. by Faith RinggoldMy First Biography –Martin Luther King Jr. by Marion Dane Bauer (Lexile-670L

K.1 Describe familiar people, places, things, and events, with clarifying detail about a student’s home, school, and community. (C)

K. 1 What did Martin Luther King, Jr. do to make a difference in the world? Rosa Parks?

I can explain the qualities and actions of a good citizen (trust, respect, honesty, responsibility fairness,

K.1 Students will expand their study of self and others by deepening their understanding of the role of traditions, holidays, and symbols in establishing cultural identity and unity. Student will focus on the question “What makes holidays special?” using http://www.c3teachers.org/wp-content/uploads/2015/08/NewYork_K_Holidays.pdf



http://www.c3teachers.org/wp-content/uploads/2015/08/NewYork_K_Holidays.pdf





K.2 Summarize people and places referenced in picture books, stories, and real-life situations with supporting detail. (C)

compassion & self-control).

K. 2 Who are some other famous AfricanAmericans? What impact did they have in the world?Who are some African American inventors that contributed to our society?

I can identify important people in the home, school and community.

Content Vocabulary (Tier 3): freedom, rights, fair, peace, protest, invent, courage, African American, raceAcademic Vocabulary (Tier 2):Equal, same, goal, first, next, lastVocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies http://iteslj.org/Techniques/Mehta-Vocabulary.html Teaching Vocabularyhttp://www.readingrockets.org/article/teaching-vocabulary Strategies for Vocabulary Developmenthttp://www.phschool.com/eteach/language_arts/2002_03/essay.html Vocabulary Building Strategieshttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx

as a resource. Students will also participate in conversations about how and why people engage in rituals and traditions.

K.1 After reading about Dr. King, Rosa Parks and other famous African Americans, discuss with students what the individual had in common with one another. Give students the writing stem: I am __________. I can make an impact. Students should choose one of the character traits discussed during the lesson topic. The students will discuss their writings with classmates. Literacy RL.K.9 , RL.K.10

K.2 Read Robert Coles' The Story of Ruby Bridges. Discuss character traits - adjectives that describe a person on the inside. Put together an anchor chart of Ruby Bridges' character traits. Talk about Ruby's impact on history. Students will then compose a writing piece that details what they learned about Ruby Bridges (Summary.) Literacy RL.K.10

K.2 Discuss African American inventors and their contributions to our society. Create a list African American Inventors and their inventions. Draw/write/dictate about the contributions by African American inventors. Literacy W.K.7Websites to Referencehttp://school.eb.com/levels/elementary (username: shelby password: county)http://teacher.scholastic.com/activities/bhistory/inventors/ http://african-americaninventors.org/ http://www.black-inventor.com/

K.2 Discuss famous African Americans and their contributions to our society. Allow students to create and arts and craft project that includes a caption or descriptive writing piece. To complete the assignment, students may reference Arts and Craft Projects for Black History Month via http://www.theholidayzone.com/black/blkart.html and Black History Month Activities for Kids via http://www.kidactivities.net/category/black-history.aspx



http://www.kidactivities.net/category/black-history.aspx

http://www.theholidayzone.com/black/blkart.html

http://www.black-inventor.com/

http://african-americaninventors.org/

http://teacher.scholastic.com/activities/bhistory/inventors/

http://school.eb.com/levels/elementary





Literacy W.K.7

Additional ResourcesWorking for a Living Lesson Plan http://www.econedlink.org/teacher-lesson/465We Can Earn Money (or) Working Hard for a Livinghttp://www.econedlink.org/lessons/index.php?lid=465&type=educatorListen and Read: Reading Activities for Young Readershttp://teacher.scholastic.com/commclub/index.htmGood Choiceshttp://financeintheclassroom.org/passport/kindergarten/social_studies.shtmlHow Do I Get What I Want and Need Unithttp://www.hannahvilleschool.net/wp-content/uploads/2013/06/KSSUnit3.pdfElementary Economic Lessonshttps://www.moneyinstructor.com/elementary.aspPacer Kids Against Bullyinghttp://www.pacerkidsagainstbullying.org/kab/Smart Exchangehttp://exchange.smarttech.com/#tab=0Celebrating Patriotic Holidayshttp://www.scholastic.com/teachers/collection/celebrating-patriotic-holidaysTennessee State Symbolshttp://www.learninggamesforkids.com/us_state_games/tennessee/ World Book Kidshttp://www.worldbookonline.com/kids/home?#media/mp000170 What Rights, Duties, and Obligations Does American Citizenship Entail?http://www.ehow.com/list_6796573_rights_-obligations-american-citizenship-entail_.htmlJumpstart: Geography Activitieshttp://www.jumpstart.com/parents/activities/geography-activities



http://www.jumpstart.com/parents/activities/geography-activities

http://www.ehow.com/list_6796573_rights_-obligations-american-citizenship-entail_.html

http://www.worldbookonline.com/kids/home?#media/mp000170

http://www.learninggamesforkids.com/us_state_games/tennessee/

http://www.scholastic.com/teachers/collection/celebrating-patriotic-holidays

http://exchange.smarttech.com/#tab=0

http://www.pacerkidsagainstbullying.org/kab/

https://www.moneyinstructor.com/elementary.asp

http://www.hannahvilleschool.net/wp-content/uploads/2013/06/KSSUnit3.pdf

http://financeintheclassroom.org/passport/kindergarten/social_studies.shtml

http://teacher.scholastic.com/commclub/index.htm

http://www.econedlink.org/lessons/index.php?lid=465&type=educator

http://www.econedlink.org/teacher-lesson/465


Make Learning Funhttp://www.sheppardsoftware.com/web_games.htmNew York State K-12 Social Studies Resource Toolkit: Kindergarten-Grade 4https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-kindergarten-grade-4http://exchange.smarttech.com/#tab=0 Celebrating Patriotic Holidayshttp://www.scholastic.com/teachers/collection/celebrating-patriotic-holidays Tennessee State Symbolshttp://www.learninggamesforkids.com/us_state_games/tennessee/ World Book Kidshttp://www.worldbookonline.com/kids/home?#media/mp000170 SCS Social Studies Curriculum Resources http://teachersites.schoolworld.com/webpages/BRELibrary/scssscurriculumresou.cfmWhat Rights, Duties, and Obligations Does American Citizenship Entail?http://www.ehow.com/list_6796573_rights_-obligations-american-citizenship-entail_.html Reading and Study Skillshttp://blogs.edutech.nodak.edu/badlandsreadingcouncil/files/2012/03/reading-and-study-skills-foldables.pdfJumpstart: Geography Activitieshttp://www.jumpstart.com/parents/activities/geography-activities Make Learning Funhttp://www.sheppardsoftware.com/web_games.htm 10 Children’s books that teach diversityhttp://www.sheknows.com/parenting/articles/981657/10-childrens-books-that-teach-diversity Social Studies Games and Movieshttps://jr.brainpop.com/socialstudies/ Kid’s Encyclopediahttp://kids.britannica.com/elementary/art-88703 Time for Kidswww.timeforkids.comTennessee History for Kidshttp://www.tnhistoryforkids.org/civics/bSocial Studies Practice Testshttp://www.tennessee.gov/education/topic/social-studies-assessmentUS History Atlas: Primary documents, Short Passages, Photos, Timelineshttp://www.ushistoryatlas.com/site/members_homepage.html



http://www.ushistoryatlas.com/site/members_homepage.html

http://www.tennessee.gov/education/topic/social-studies-assessment

http://www.tnhistoryforkids.org/civics/b

http://www.timeforkids.com/

http://kids.britannica.com/elementary/art-88703

https://jr.brainpop.com/socialstudies/

http://www.sheknows.com/parenting/articles/981657/10-childrens-books-that-teach-diversity

http://www.sheppardsoftware.com/web_games.htm

http://www.jumpstart.com/parents/activities/geography-activities

http://blogs.edutech.nodak.edu/badlandsreadingcouncil/files/2012/03/reading-and-study-skills-foldables.pdf

http://www.ehow.com/list_6796573_rights_-obligations-american-citizenship-entail_.html

http://teachersites.schoolworld.com/webpages/BRELibrary/scssscurriculumresou.cfm

http://www.worldbookonline.com/kids/home?#media/mp000170

http://www.learninggamesforkids.com/us_state_games/tennessee/

http://www.scholastic.com/teachers/collection/celebrating-patriotic-holidays

http://exchange.smarttech.com/#tab=0

https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-kindergarten-grade-4

http://www.sheppardsoftware.com/web_games.htm


Geography: Photos, maps, graphshttp://juniorgeographer.com/site/homepage.htmlLibrary of Congress: Lesson Plans, Photos, Primary Documentshttp://www.loc.gov/teachers/National Archives: Lesson Plans, Photos, Primary Documents, Analysis Worksheetshttp://www.archives.gov/education/lessons/Britannica Digital Learning (username: shelby / password: county)http://school.eb.com/levelsRead Works: Social Studies Reading Passageshttp://www.readworks.org/social-studies-reading-passagesText Book Resources (Must Be Purchased)http://store.gibbssmitheducation.com/A GUIDE TO WRITING A DBQhttp://www.thecaveonline.com/APEH/dbqhowto.htmlDocument Based Questions and Constructed Response Questionshttp://www.edteck.com/dbq/basic/lesson.htmThe Gilder Lehrman Institute of American History: The Gilder Lehrman Collection (Primary Documents)https://www.gilderlehrman.org/collectionsTexas: Released Test Questions (All Content Areas)http://tea.texas.gov/Student_Testing_and_Accountability/Testing/State_of_Texas_Assessments_of_Academic_Readiness_%28STAAR%29/STAAR_Released_Test_Questions/Britannica: Launch Packs (username: shelby password: county)http://packs.eb.com/resourcepacks#/The History Project: Lesson and Primary Documentshttp://historyproject.ucdavis.edu/lessons/5th Grade Practice Test: Document Based Question, Multiple Choice, Constructed Responsehttp://www.p12.nysed.gov/ciai/socst/pub/eless1.pdf17 Document Based and Constructed Response Questions For Elementary Students (DBQ CRQ)http://www.peterpappas.com/2011/01/dbqs-crqs-document-based-questions-constructed-response-elementary-students.html



http://www.peterpappas.com/2011/01/dbqs-crqs-document-based-questions-constructed-response-elementary-students.html

http://www.p12.nysed.gov/ciai/socst/pub/eless1.pdf

http://historyproject.ucdavis.edu/lessons/

http://packs.eb.com/resourcepacks#/

http://tea.texas.gov/Student_Testing_and_Accountability/Testing/State_of_Texas_Assessments_of_Academic_Readiness_(STAAR)/STAAR_Released_Test_Questions/

https://www.gilderlehrman.org/collections

http://www.edteck.com/dbq/basic/lesson.htm

http://www.thecaveonline.com/APEH/dbqhowto.html

http://store.gibbssmitheducation.com/

http://www.readworks.org/social-studies-reading-passages

http://school.eb.com/levels

http://www.archives.gov/education/lessons/

http://www.loc.gov/teachers/

http://juniorgeographer.com/site/homepage.html

Kindergarten Q3 Fi… · Web viewIn 2014, the Shelby County Schools Board of Education adopted a...

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