Standard 1 9 Weeks 2 9 Weeks 4 9 Weeks
2016-2017 Kindergarten ELA Pacing Guide5.19.16Thoughtful and effective planning throughout the school year is crucial for mastery of standards. Once a standard is introduced, it isunderstood that the standard is continuously taught and/or reviewed throughout the entire school year. (e.g., direct explicit instructionin whole and small group, learning centers, project-based learning, etc.)NOTE: Standards noted in red indicate additions or revisions to the 1st grade TN State Standards.Foundational LiteracyStandardK.FL.PC.1Print ConceptsDemonstrateunderstanding of theorganization and basicfeatures of print.† partial standard1st9 weeksa. Follow words from leftb.to right, top to bottom,and page-by-page.c.Understand thatwords are separatedby spaces in print. †c.d. Recognize and name allupper and lower caseletters of the alphabet inisolation and connectedtext (introduced)e.K.FL.PA.2Phonological AwarenessDemonstrate understandingof spoken words, syllables,and sounds (phonemes).b.Distinguish betweenpictures and words.AugustPA Readiness Skills:Concepts and TermsApplying LanguagePA Skills 1.1-2.4SeptemberCount, pronounce, blend,and segment syllables ind.spoken words.PA Skills 3.1-3.92nd 9 weeksRecognize that spokenwords are representedin specific sequences ofletters.3rd 9 weeks4th 9 weeksContinue to reinforce andreview concepts of print andletter recognition focusing onfluency.Continue to reinforce andreview concepts of print andletter recognition focusing onfluency.January - FebruaryOrally segment the individualphonemes in single syllablewords of 2- to 4- phonemes.PA Skills 5.6-5.8MarchAdd or deletionindividual sounds(phonemes) in simple, onesyllable words to makenew words.(continued from 3rd 9 weeks)PA Skills 5.9-5.10Demonstrate one toone correspondencebetween voice andprint. †d. Recognize and name allupper and lower caseletters of the alphabet inisolation and connectedtext.a.OctoberRecognize and begin toproduce rhyming words.Blend and segment onsets andrimes of single- syllablespoken words.PA Skills 4.1-4.6NovemberIsolate and pronounce the initial,medial, and final consonantsound (phonemes) in two- andthree-phoneme (VC or CVC)excluding CVC words endingwith /l/, /r/, or /x/.PA Skills 5.1-5.3DecemberOrally blend 2- & 3-phonemewords.PA Skills 5.4-5.5MarchAdd or deletionindividual sounds(phonemes) in simple, onesyllable words to makenew words.(continues 4th 9weeks)PA Skills 5.9-5.10e.e.AprilSubstitute individual sounds(phonemes) in simple, onesyllable words to make newwords.PA Skill 5.11MayContinue to reinforce andreview PA skills at the phonemelevel.1Maury County Public SchoolOffice of PreK-4 Instruction
2016-2017 Kindergarten ELA Pacing GuideStandardK.FL.PWR.3Phonics and Word RecognitionKnow and apply grade-levelphonics and word analysisskills when decodingisolated words and inconnected text.K.FL.WC.4Word CompositionKnow and apply grade-levelphonics and word analysisskills when encoding words;write legibly.1st 9 weeksb.c.b.e.† partial standardf.g.K.FL.F.5FluencyRead with sufficient accuracyand fluency to supportcomprehension.5.19.16Foundational Literacy (continued)Demonstrate knowledgeof one-to-one lettersound correspondenceby producing the mostfrequent sound for eachconsonant. (Introduced)Read common highfrequency words by sight(Dolch list)Write a letter/letters formost consonant andshort vowel sounds(phonemes).Identify the letters usedto represent vowelphonemes and thoseused to representconsonants. †Write some commonfrequently used words(am, and, like, the).2nd 9 weeksb.Demonstrate knowledgeof one-to-one letter soundcorrespondence byproducing the mostfrequent sound for eachconsonant.3rd 9 weeksc.Read common highfrequency words bysight (Dolch list)d.Decode regularlyspelled CVC words.c.Read common highfrequency words by sight(Dolch list)e.Distinguish betweensimilarly spelled words byidentifying the sounds ofthe letters that differ (e.g.,log/hog, cat/cap, sit/sat)a.Write uppercase andlowercase manuscriptletters from memory.b.Write a letter/letters formost consonant and shortvowel sounds (phonemes).b.Write a letter/letters formost consonant and shortvowel sounds (phonemes).c.f.Write some commonfrequently used words(am, and, like, the).Represent phonemes firstto last in simple wordsusing letters(graphemes) such as ropfor rope.g.Print many upper andlowercase letters.Print many upper andlowercase letters.a.Read emergent-readertexts with purpose andunderstanding.End of Quarter Goal: Level Ad.Spell VC (at, in) and CVC(pet, mud) words withshort vowels. †f.Write some commonfrequently used words(am, and, like, the).g.Print many upper andlowercase letters.Read emergent-readertexts with purpose andunderstanding.a.End of Quarter Goal: Level Be.4th 9 weeksAssociate the long andshort sounds withcommon spellings(graphemes) for the fivemajor vowels.NOTE: Short vowel soundsspelled with a, e, i, o, and uand long vowel soundsassociated with singleletters a, e, i, o, and y inwords such as me, he, be,so, no, hi, and my. The longvowel-silent e pattern is a1st grade standard andshould not be a focus inKindergarten.b. Write a letter/letters formost consonant andshort vowel sounds(phonemes).d.Spell V words (a, I) andCV words (be, go) withlong vowels. †e.Know that every syllablehas a vowel. †f.Write some commonfrequently used words(am, and, like, the).g.Print many upper andlowercase letters.a.Read emergent-readertexts with purpose andunderstanding.End of Quarter Goal: Level CLinking standard: K.SL.CC.12Maury County Public SchoolOffice of PreK-4 Instruction
2016-2017 Kindergarten ELA Pacing Guide5.19.16Foundational Literacy (continued)StandardK.FL.SC.6Sentence CompositionDemonstrate command ofthe conventions of standardEnglish grammar and usagewhen speaking andconventions of standardEnglish grammar and usage,including capitalization andpunctuation, when writingwith adult support.† partial standardLinking standard:K.SL.PKI.6K.FL.VA.7aVocabulary Acquisition and UseDetermine or clarify themeaning of unknownmultiple-meaning words andphrases based onKindergarten conversations,reading, and content.1st9 weeksa.With modeling or verbalprompts, orally producecomplete sentences.c.Use frequently occurringnouns when speakingand in shared languageactivities. †e.Understand and usequestion words(interrogatives) whenspeaking and in sharedlanguage activities.i. Identify new meanings forfamiliar words and applythem accurately.Linking standard: K.SL.CC.3K.FL.VA.7bVocabulary Acquisition and UseWith guidance and supportfrom adults, explore wordrelationships and nuances inword meanings.Linking standard: K.SL.CC.3i. Sort common objects intocategories using pictures.ii. Act out antonyms(teacher observation).iii. Make real-lifeconnections between wordsand their use.2nd 9 weeks3rd 9 weeksc.Use frequently occurringverbs when speaking andin shared languageactivities. †b.Follow one-to-onecorrespondence betweenvoice and print whenwriting a sentence.d.Form regular plural nounswhen speaking and inshared languageactivities.f.Produce and expandcomplete sentences inshared language activities.f.Produce and expandcomplete sentences inshared language activities.g.Capitalize the first word ina sentence and thepronoun I.g.Capitalize the first word ina sentence. †h.Recognize and name endpunctuation.h.Recognize endpunctuation. †f.4th 9 weeksUse the most frequentlyoccurring prepositionswhen speaking and inshared languageactivities.i. Identify new meanings forfamiliar words and applythem accurately.i. Identify new meanings forfamiliar words and applythem accurately.i. Identify new meanings forfamiliar words and applythem accurately.ii. Use the most frequentlyoccurring inflections andaffixes (-ed, -s) as a clue to themeaning of the unknownword.ii. Use the most frequentlyoccurring inflections andaffixes (re-, un-, pre-) as a clueto the meaning of theunknown word.ii. Use the most frequentlyoccurring inflections andaffixes (-ful, -less) as a clueto the meaning of theunknown word.i. Sort common objects intocategories using picturesand labeling.i. Sort common objects intocategories using words.i. Sort common objects intocategories by furnishingwords independentlyand writing words.ii. Draw pictures to showantonyms.iii. Make real-lifeconnections between wordsand their use.iv. Distinguish shades ofmeaning among verbsdescribing the same generalaction.ii. Use antonyms in oralspeaking activities.iii. Make real-lifeconnections between wordsand their use.iv. Distinguish shades ofmeaning among verbsdescribing the same generalaction.ii. Use antonyms in writing.iii. Make real-lifeconnections between wordsand their use.iv. Distinguish shades ofmeaning among verbsdescribing the same generalaction.3Maury County Public SchoolOffice of PreK-4 Instruction
2016-2017 Kindergarten ELA Pacing Guide5.19.16Foundational Literacy (continued)StandardK.FL.VA.7cVocabulary Acquisition and UseUse words and phrasesacquired throughconversations, reading andbeing read to, andresponding to texts.1st9 weeksTeacher models using wordsand phrases acquiredthrough conversations,reading, and being read to,and responding to texts.2nd 9 weeksStudents begin using wordsand phrases acquiredthrough conversations,reading, and being read to,and responding to textsthrough collaborativeactivities.Linking standard: K.SL.CC.33rd 9 weeksStudents demonstrate morefluency when using wordsand phrases acquiredthrough conversations,reading and being read to,and responding to textsthrough collaborativeactivities.4th 9 weeksStudents are more fluentwhen using words andphrases acquired throughconversations, reading andbeing read to, andresponding to texts throughcollaborative activities.Note: Vocabulary standards are developed throughout the year through read-alouds of rich literature and informational text with a focus onvocabulary.4Maury County Public SchoolOffice of PreK-4 Instruction
2016-2017 Kindergarten ELA Pacing GuideStandardK.RL.KID.1Key Ideas and Details5.19.161st9 WeeksWith prompting andsupport, orally retellfamiliar stories, includingkey details.Linking standards: K.SL.CC.1,K.SL.PKI.4K.RL.KID.3Key Ideas and DetailsWith prompting andsupport, orally identifycharacters, settings, andmajor events in a story.Linking standards: K.SL.CC.1,K.SL.PKI4K.RL.KID.4Craft and StructureWith prompting andsupport, ask and answerquestions about unknownwords in a text.Linking standard: K.SL.CC.1K.RL.KID.5Craft and StructureRecognize common types oftexts.Linking standard: K.SL.CC.13rd 9 Weeks4th 9 WeeksUnderstand what a questionis and how to answer it.Ask and answer who andwhat questions about textduring a read aloud and/orshared reading experience.Ask and answer who, what,when, or where questionsabout a text during a readaloud, shared reading, and/orguided reading experience.Ask and answer who, what,when, where, how, and whyquestions about a text duringa read aloud, shared, and/orguided reading experience.Listen to familiar stories readaloud and participate in ashared retelling using picturesor objects.Listen to familiar stories readaloud and participate in aguided retelling using picturesor objects.Retell stories with key detailsfrom teacher read alouds,shared, and/or guided reading.Retell stories with key detailsfrom teacher read alouds,shared, guided and/orindependent reading.Listen to stories read aloud,and identify the charactersin the story.Listen to stories read aloud,and identify the characters andsetting.Identify the characters,setting, and major events fromteacher read alouds, shared,and/or guided reading.Identify the characters, setting,and major events from teacherread alouds, shared, guidedand/or independent reading.Teacher models using priorknowledge and picture clues todetermine unknown words intext that is read aloud.Teacher guides students to useprior knowledge and pictureclues and models using contextclues to determine unknownwords in read alouds and/orshared reading.Teacher guides students to useprior knowledge, pictures, andcontext clues to determineunknown words in readalouds, shared,and/ or guidedreadings.Student uses prior knowledge,pictures, and context clues todetermine unknown words inread alouds, shared, guided,and/or independent reading.Teacher models using textfeatures to identifystorybooks and poems.Teacher guides students byusing text features to identifystorybooks and poems duringread alouds or sharedreading.Students use text features toidentify storybooks andpoems during read alouds,shared, and/or guidedreading.Students use text features toidentify storybooks andpoems during read alouds,shared, guided and/orindependent reading.With prompting andsupport, ask and answerquestions about key detailsin a text.Linking standards: K.SL.CC.1,K.SL.CC.2, K.SL.CC.3,K.SL.PKI.4K.RL.KID.2Key Ideas and DetailsReading Literature2nd 9 Weeks5Maury County Public SchoolOffice of PreK-4 Instruction
2016-2017 Kindergarten ELA Pacing GuideStandardK.RL.CS.6Craft and StructureWith prompting andsupport, define the role ofauthors and illustrators intelling the story.Linking standard: K.SL.CC.1K.RL.IKI.7Integration of Knowledgeand IdeasWith prompting andsupport, orally describe therelationship betweenillustrations and the story inwhich they appear.Linking standards: K.SL.CC.1,K.SL.CC.2K.RL.IKI.9Integration of Knowledgeand IdeasWith prompting andsupport, orally compareand contrast the adventuresand experiences ofcharacters in familiarstories.5.19.161st9 WeeksTeacher models identifyingand defining the role of theauthor and illustratorduring read alouds.Reading Literature (continued)2nd 9 Weeks3rd 9 Weeks4th 9 WeeksTeacher guides students inidentifying and defining therole of the author andillustrator during readalouds and/or sharedretelling.Students will identify theauthor and illustrator anddefine their roles duringread alouds, shared, and/orguided reading.Students will identify theauthor and illustrator anddefine their roles duringread alouds, shared, guided,and/or independent reading.Teacher models how thepictures tell what ishappening in a story duringread alouds.Teacher guides students indetermining how thepictures tell what ishappening in a story duringread alouds and/or sharedreading.Students will use pictures totell what is happening ina story during readalouds, shared, and/orguided reading.Students will use pictures totell what is happening ina story during readalouds, shared, guided,and/or independentreading.Teacher models identifyingadventures and experiencesof characters in familiarstories read aloud.Teacher guides students indescribing adventures andexperiences of charactersin familiar stories duringread alouds and/or sharedreadings.Teacher guides students incomparing the adventuresand experiences of charactersin familiar stories during readalouds, shared, and/or guidedreading.Teacher guides comparingand contrasting theadventures and experiencesin a story during read alouds,shared, guided, and/orindependent reading.End of Quarter Goal: Level AEnd of Quarter Goal: Level BLinking standards: K.SL.CC.1,K.SL.PKI.5K.RL.RRTC.10Range of Reading and Levelof Text ComplexityWith prompting andsupport, read stories andpoems of appropriatecomplexity forKindergarten.End of Quarter Goal: Level C6Maury County Public SchoolOffice of PreK-4 Instruction
2016-2017 Kindergarten ELA Pacing GuideStandardK.RI.KI.1Key Ideas and DetailsWith prompting andsupport, ask and answerquestions about key detailsin a text.5.19.161st9 WeeksReading Informational2nd 9 Weeks3rd 9 Weeks4th 9 WeeksUnderstand what a questionis and how to answer it.Ask and answer who andwhat questions about textduring a read aloud and/orguided reading experience.Ask and answer who,what, when, or wherequestions about a textduring a read aloud,shared, and/or guidedreading experience.Ask and answer who, what,when, where, how, and whyquestions about a text duringa read aloud, shared, and/orguided reading experience.Understand what keydetails are.Identify the main topic in atext during a read aloud orguided reading.Retell key facts in a textduring a read aloud, sharedreading, and/or guidedreading.Identify the main topic andretell key details in a textduring a read aloud shared,guided reading, and/orDescribe the connectionsbetween two individuals ina text during a read aloud.Describe the connectionsbetween two events in a textduring a read aloud orguided reading.Describe the connectionsbetween two pieces ofinformation in a text duringa read aloud, shared and/orguided reading.Describe the connectionsbetween two individuals,events, or pieces ofinformation in a text duringa read aloud, shared, and/orguided reading.With prompting andsupport, use picture clues tohelp determine the meaningof words and phrases.With prompting andsupport, answer textdependent questions aboutthe meaning of words andphrases during read aloudsand shared readings.With prompting andsupport, look for word partsto help determine themeaning of words andphrases during read alouds,shared, and guided readings.With prompting andsupport, use context clues tohelp determine the meaningof words and phrases inread alouds, shared, guided,and/or independentreading.Linking standards: K.SL.CC.1,K.SL.CC.2, K.SL.CC.3,K.SL.PKI.4K.RI.KI.2Key Ideas and DetailsWith prompting andsupport, orally identify themain topic and retell keyideas of a text.Linking standards: K.SL.CC.1,K.SL.PKI.4K.RI.KI.3Key Ideas and DetailsWith prompting andsupport, orally describe theconnection between twoindividuals, events, ideas, orpieces of information in atext.Linking standards: K.SL.CC.1,K.SL.PKI4K.RI.CS.4Craft and StructureWith prompting and support,determine the meaning ofwords and phrases in a textrelevant to a Kindergartentopic or subject area.Linking standard: K.SL.CC.17Maury County Public SchoolOffice of PreK-4 Instruction
2016-2017 Kindergarten ELA Pacing GuideStandardK.RI.CS.5Craft and Structure5.19.161st 9 WeeksReading Informational (continued)2nd 9 Weeks3rd 9 Weeks4th 9 WeeksIdentify front cover, backcover and title page of a book.Identify table of contents,glossary, and index.Identify headings, captions,charts, and graphs.Identify flowcharts, maps,diagrams, and insets.Teacher defines the role ofthe author or illustratorduring a read aloud.Student defines the role ofan author or illustrator of atext during a read aloudand/or shared readingexperience.Student defines the role ofthe author or illustrator of atext during a read aloud,shared, and/or guidedreading.Student defines the role ofthe author and illustrator ofa text during a read aloud,shared, guided, and/orindependent reading.Identify informationprovided by illustrationsor words in a text readaloud.Distinguish differencesbetween words andillustrations in text duringa read aloud and/orshared reading.Describe how theillustrations support thetext in which they appearduring a read aloud,shared, and/or guidedreading.Describe how theillustrations support thetext in which they appearduring a read aloud,shared, and/or guidedreading.Teacher identifies reasonsan author gives to supportpoints in a text during aread aloud.Student identifies reasonsan author gives to supportpoints in a text during aread aloud and/or sharedreading.Student identifies reasonsan author gives to supportpoints in a text during aread aloud, shared and/orguided reading.Student identifies reasonsan author gives to supportpoints in a text during aread aloud, shared, and/orguided reading.Know various textfeatures.Linking standard: K.SL.CC.1K.RI.CS.6Craft and StructureWith prompting andsupport, define the role ofan author or illustrator inpresenting the ideas orinformation in a text.Linking standard: K.SL.CC.1K.RI.IKI.7Integration of Knowledgeand IdeasWith prompting andsupport, orally describe therelationship betweenillustrations and the text inwhich they appear.Linking standards: K.SL.CC.1,K.SL.CC.2, K.SL.PKI.5K.RI.IKI.8Integration of Knowledgeand IdeasWith prompting andsupport, identify thereasons an author gives tosupport points in a text.Linking standards: K.SL.CC.1,K.SL.PKI.58Maury County Public SchoolOffice of PreK-4 Instruction pag
2016-2017 Kindergarten ELA Pacing Guide 5.19.16 1 Maury County Public School Office of PreK-4 Instruction Thoughtful and effective planning throughout the school year is crucial for mastery of standards. Once a standard is introduc ed, it is understood that the standard is continuously taught and/or reviewed throughout the entire school year. .
Gestation, Length, and Size of Casket Age of baby at death 6 weeks 7 weeks 8 weeks 9 weeks 10 weeks 11 weeks 12 weeks 13 weeks 14 weeks 16 weeks 18 weeks 20 weeks
Preliminary English B1 Threshold 4.0 Pre-Intermediate 3.5 KET Key English 3.0 A2 Elementary Waystage 2.5 2.0 Beginner 1 - 1.5 A1 0 - 0.5 Breakthrough 12-15 weeks 12-15 weeks 12-15 weeks 12-15 weeks 12-15 weeks 12-15 weeks 8-10 weeks 9-12 weeks 9-12 9-12 weeks 9-
Management Best in Class Cycle Time Global change (e.g. prime rate) 5 weeks 3 weeks 4 weeks 1-2 days Product specific change 4 weeks 3.5 weeks 4 weeks 1-2 days Creation and rollout of new disclosure 5 weeks 4 weeks 5 weeks 1 week Global Change Management Resources (ranging from 5-10 people teams) 8 teams 5 teams 6 teams 2 and automated .
Fifth Grade Social Studies Curriculum Guide First Nine Weeks Second Nine Weeks Weeks Topics Content Weeks Topics Content Standard 5. 1 TN Geography . Sequoyah *Review & Unit Test Third Nine Weeks Fourth Nine Weeks Weeks Topics Content Weeks Topics Content 1-2 World War I Standards 5.10-13, 5.49: Central & Allied Powers .
Chapter 2: Crime Scene Investigation and Evidence Collection, 3 weeks Chapter 3: Hair Analysis, 2 weeks Chapter 4: A study of Fibers and Textiles, 2 weeks Chapter 5: Forensic Botany, 2 weeks Chapter 6: Fingerprints, 2 weeks Chapter 7: DNA Profiling, 2 weeks Chapter 8: Blood and Blood Spatter, 2 weeks Chapter 9: Forensic Toxicology, 2 weeks
Kindergarten Science Teaching & Learning Framework Quarter 1 Quarter 2 Quarter 3 Quarter 4 Unit 1 9 weeks Unit 2 4 weeks Unit 3 5 weeks Unit 4 5 weeks Unit 5 4 weeks Unit 6 5 weeks Unit 7 4 weeks Animals Motion Day and Night Sky Physical Properties of Matter Rocks and Soils Living and Nonliving Plants SKL2. Obtain, evaluate, and .
Unit 1 Unit 2 Unit 3 Unit 4a Unit 4b Unit 5 Unit 6 Unit 7 Similarity, Congruence, and Proof Right Triangle Trigonometry Circles and Volume Extending the Number System Operations with Complex Numbers Quadratic Function Modeling Geometry Applications of Probability 7 weeks 3 weeks 5 weeks 2 weeks 1 week 10 weeks 2 weeks 3 weeks MCC9-12.G.SRT.1 .
Unit 1 4 weeks Unit 2 5 weeks Unit 3 7 weeks Unit 4 5 weeks Unit 5 4 weeks Unit 6 6 weeks Unit 7 5 weeks Analyzing Numerical . determine probability and expected value to inform everyday decision making. a. Determine conditional . Students will explore the applications of functions, their characteristics and their use in modeling. .
