Big Ideas:
|Big Ideas: Patterns |Essential Vocabulary |
|ELA – Communicate Conventionally, Understand Question Words |ELA: verb, noun, where, what, why, who, when, how |
| |Math: short, long, more, less, measure, length, add |
| |Science: living, non-living, organism, plant, animal, person,|
| |body parts, alike, different |
| |Social Studies: rules, responsibilities, school, home, |
| |community, authority figure |
|Math – Measurement of Length | |
|Science – Characteristics of Living and Non-Living, Characteristics of Animals | |
|Social Studies – Roles of Authority Figures; Home, School, Community | |
|Learning Targets |Assessment and Data |
|What do students need to be able to know / do? | |
|Students will demonstrate the understanding of patterns across the curriculum. | |
|ELA |Math |Science |Social Studies |
|Common Core |Common Core |Essential Standards |Essential Standards |
|Communicate conventionally: |Measureable attributes of length: |Understanding the difference between living and |Understand the expectations of group participation: |
|K.1 Demonstrate understandings of standard English |K.1. Compare the length of two objects using |nonliving things: |EX.K.C&G.1.2 Follow simple |
|grammar usage when communicating. |direct |EX.K.L.1.1 Identify animate (moving) and inanimate |classroom expectations (e.g. |
|a. Use frequently occurring nouns and verbs. |comparison. |objects. |keep hands and feet to self, |
|b. Understand question words (interrogatives) (e.g.,|K.2. Use appropriate vocabulary to describe |EX.K.L.1.2 Identify plant vs. animal. |stay in your place, do your |
|who, what, where, when, why, how). |differences in length (e.g., longer/ shorter). |EX.K.L.1.3 Categorize things as plant, animal, |work). |
|c. Link two or more words together in own | |person, or object. | |
|communication. | |Understand characteristics of living and non-living|Understand basic economic concepts: |
| |Measurement of length: |things: |EX.1.E.1.1 Identify the job responsibilities of people|
|Communicate conventionally: |1.1 Describe length of an object (long/short, |EX.1.L.1.1 Classify objects, people and animals as |in the community. |
|1.1. Demonstrate understandings of standard English |big/small). |living or nonliving. | |
|grammar usage when communicating. |1.2 Directly compare two objects with a |EX.1.L.1.2 Identify major external human body parts|Understand role of people in a group: |
|a. Write* 14 or more upper-case letters of the |measurable |(head, eyes, ears, nose, mouth, hands, feet, legs, |EX.2.C&G.2.3 Understand roles of authority figures in |
|alphabet. |attribute in common, to see which object has |arms). |the home, school and community (teacher, principal, |
|b. Use common nouns. |“more | |parents, police officer, etc.) |
|c. Produce noun + verb or verb + noun combinations. |of”/“less of” the attribute. |Ecosystem: | |
|d. Use question words (interrogatives) (e.g., who, | |EX.1.L.2.1 Identify one’s own environment when | |
|what, where, when, why, how). |Measure using nonstandard |transitioning from place to place (e.g. school, | |
| |Units: |home, outside). | |
|Communicate conventionally: |2.1 Use nonstandard units to compare length of | | |
|2.1 Demonstrate understandings of standard English |objects. |Understand characteristics of environments: | |
|grammar and usage when communicating. | |EX.2.L.2.2 Identify living | |
|a. Write* all upper-case letters of the alphabet. |Relate addition to length: |organisms (animals, people, | |
|b. Write* 14 lower-case letters of the alphabet. |2.2 Add the number of same units to determine |plants) found in various | |
|c. Use common nouns in singular and plural forms |the length |environments. | |
|d. Use personal pronouns. |of a given object. | | |
|e. Use common past tense verbs (e.g., went, ate, | |Understand characteristics of animals: | |
|did, saw, was). | |EX.2.L.1.1 Identify physical characteristics (head,| |
| | |tail, eyes, ears, nose, mouth, legs, paws, beak, | |
| | |feathers, fur) in a variety of animals. | |
| | | | |
| | |EX.2.L.1.2 Compare a variety of animals to | |
| | |determine how | |
| | | | |
| | | | |
| | |they are alike and different (i.e., | |
| | |dog—bark, four legs, tail; cat—meow, four legs, | |
| | |tail; soft/hard, big/little). | |
| | | | |
UDL Suggestions
|See google document: UDL Suggestions 2013-2014 |
Resources & Materials
|See google document: Curriculum Essentials |
Information and Technology Essential Standards (ITES):
|Sources of Information: |
|K.SI.1 Classify useful sources of information. 1.SI.1 Recall useful sources of information. 2.SI.1 Categorize sources of information as appropriate or |
|inappropriate. |
| |
|Informational Text: |
|K.IN.1, 1.IN.1 Understand the difference between text read for enjoyment and text read for information. |
| |
|Technology as a Tool: |
|K.TT.1, 1.TT.1, 2.TT.1 Use technology tools and skills to reinforce classroom concepts and activities. |
| |
|Research Process: |
|K.RP.1 Understand the importance of good questions in conducting research. 1.RP.1 Remember the steps of a simple |
|(or simplified) research process. |
| |
|Safety and Ethical Issues: |
|K.SE.1 Remember safety and ethical issues related to the responsible use of information and technology resources. |
|1.SE.1, 2.SE.1 Understand safety and ethical issues related to the responsible use of information and technology resources. |
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