Early Childhood 5-Year-Old (Kindergarten) Curriculum
Contents
English Language Arts ................................................................................................................................... 1
Mathematics ................................................................................................................................................. 5
Science .......................................................................................................................................................... 8
Social Studies .............................................................................................................................................. 11
Língua Portuguesa....................................................................................................................................... 12
Information Technology.............................................................................................................................. 13
Fine Arts: Music.......................................................................................................................................... 14
Fine Arts: Art .............................................................................................................................................. 15
Physical Education ...................................................................................................................................... 16
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.

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.

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.
Early Childhood 5-Year-Old (Kindergarten) Curriculum

With prompting and support, name the author and illustrator of a story and define
the role of each in telling the story.
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).
Early Childhood 5-Year-Old (Kindergarten) Curriculum

Distinguish between similarly spelled words by identifying the sounds of the letters
that differ.
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
Early Childhood 5-Year-Old (Kindergarten) Curriculum
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.
 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.
Early Childhood 5-Year-Old (Kindergarten) Curriculum
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.
 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.
 With guidance and support from adults, explore word relationships and nuances in
word meanings.
 Sort common objects into categories (e.g., shapes, foods) to gain a sense of the
concepts the categories represent.
 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.
The Student will acquire and use accurately a range of general academic and domainspecific words and phrases sufficient for reading, writing, speaking, and listening at the
college and career readiness level; demonstrate independence in gathering vocabulary
knowledge when encountering an unknown term important to comprehension or expression.
 Use words and phrases acquired through conversations, reading and being read
to, and responding to texts.
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
Early Childhood 5-Year-Old (Kindergarten) Curriculum

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
 Counting Sets: Count how many objects are in a set of up to 20 objects and count
out a specific number of objects (up to 20) from a larger set.
 Reading and Writing Numbers: Identify, write, and read aloud numbers from 0 to
at least 31
 Ordering and Comparing (Whole Numbers): Compare two sets of up to 20 objects
each and explain why the number of objects in one set is equal to, greater than, or
less than the number of objects in the other set
 Ordering and Comparing (Numbers) : Use a number line or chart to locate and
identify the numbers (from 1 to 100) coming before/after a given number and
between 2 given numbers
 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
 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
Early Childhood 5-Year-Old (Kindergarten) Curriculum
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Elapsed Time: Sequence events; and identify calendars and clocks as objects that
measure time
Time: Tell time to the hour using digital and analog clocks
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.
Patterns, Functions, and Algebra (Content)
The Student will use various algebraic methods to analyze, illustrate, extend, and create
numerous representations (words, numbers, tables, and graphs) of patterns, functions, and
algebraic relations as modeled in practical situations to solve problems, communicate,
reason, and make connections within and beyond the field of mathematics
The Student will recognize, describe and develop patterns, relations and functions.
 Patterns: Identify, reproduce, and extend repeating patterns in visual, auditory, and
physical contexts.
 Sorting: Sort objects into groups in one or more ways and identify which attribute
was used to sort (size, shape, and color).
 Identifying Number Patterns: Identify and describe qualitative changes (such as
temperature changes – it feels hotter and quantitative changes such as temperature
increases five degrees).
Algebraic Models
The Student will represent and analyze mathematical situations and structures using
algebraic symbols.
 Number Sentences: Use drawings and labels to record solutions of addition and
subtraction problems with answers less than or equal to 10
 Number Sentences, Expressions, and Polynomials: Identify and create, compare and
describe sets of objects as more, less or equal
Analysis of Change
The Student will analyze change in various contexts.
 Change: Describe qualitative change Ex. Changes in seasons, temperature, height,
etc
Geometry (Content)
The Student will develop an understanding of geometric concepts and relationships as the
basis for geometric modeling and reasoning to solve problems involving one-, two-, and
three-dimensional figures.
Geometric Properties
Students will analyze characteristics and properties of 2 and 3 dimensional geometric
shapes and develop mathematical arguments about geometric relationships.
Early Childhood 5-Year-Old (Kindergarten) Curriculum
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Two-Dimensional Figures: Identify two-dimensional shapes , i.e., circle, triangle,
rectangles, and squares, regardless of size or orientation
Three-Dimensional Figures: Identify three-dimensional figures in the environment.
Transformation of Shapes
The Student will apply transformations and the use of symmetry to analyze mathematical
situations
 Transformations: Describe the location of one object relative to another object using
words such as in, out, over, under, above, below, between, next to, behind, and in
front of.
 Congruency and Similarity: Use relative position words including before/after.
far/near, and over/under to place objects
 Representing Figures: Represent two-dimensional geometric shapes
Coordinate Geometry
The Student will specify locations and describe spatial relationships using coordinate
geometry and other representational systems.
 Coordinate Geometry: Use the positional words near, far, below, above, beside,
next to, across from, and between to describe the location of an object
Visualization and Geometric Models
The Student will use visualization, spatial reasoning and geometric modeling.
 Mathematical reasoning Logic: Put events in a logical sequence
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.
 Organizing and Representing Data: Collect and organize data by counting and using
tally marks and other symbols.
Data Analysis
The Student will select and use appropriate statistical methods to analyze data.
 Interpreting Data: Describe data by using mathematical language such as more
than, less than, etc.
Probability
Students will understand and apply basic concepts of probability.
 Experimental Probability: Use chance devices like spinners and dice to explore
concepts of probability and use tallies to record results in a table, make predictions
(More likely, less likely, equally likely ) based on results.
Science (Adapted from American Education Reaches Out--AERO)
Early Childhood 5-Year-Old (Kindergarten) Curriculum
Physical science
Properties of Matter
The Student will comprehend the characteristic properties of matter and the relationship of
these properties to their structure and behavior.
 Identify the materials that make up an object. (e.g., desk is made up of wood and
metal, bike is made up of metal, rubber, and plastic)
 Identify the observable properties of different objects, such as color, size, shape,
weight and texture.
 Use attributes of properties to state why objects are grouped together (e.g., things
that roll, things that are rough).
 Identify matter that can be a liquid or solid (e.g., water)
 Use non-standard units of measure (e.g., string, paper clips) to compare the size
and weight of non-living materials.
 Observe and sort objects that are and are not attracted to magnets.
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)
 Demonstrate and identify sounds as soft or loud
 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.
 Describe the position of an object by referencing its location in relation to another
object or background
 Assemble, take apart, and reassemble constructions using interlocking blocks,
erector sets, etc
The Earth and Space Sciences
Objects in the Universe
The Student will demonstrate and apply knowledge of objects in the universe using the
appropriate equipment and technology.
 Explain that there are more stars in the sky than anyone can easily count.
 Identify objects in the day and night sky (e.g., moon, stars, or sun)
 Identify that the moon and stars are usually seen at night
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 (History of the Earth):
The Student will comprehend the scientific theories of how the earth’s surface is formed and
how those theories developed.
 Observe seasonal and weather changes throughout the school year
Early Childhood 5-Year-Old (Kindergarten) Curriculum
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.
Earth Science (Climate and Weather):
The Student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate.
 Observe and record daily changes in weather (e.g., clouds or air temperature)
 Describe how weather and forecasts affect people's lives
Earth Sciences (Biogeochemical Cycles):
The Student will comprehend that Earth systems have a variety of cycles through which
energy and matter continually flow.
 Describe various resources that provide the necessary things that are used by people
in their daily lives.
 Describe how some resources can be used and reused.
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.
 Distinguish between living and nonliving things
 Sort animals and plants by observable characteristics
Life Science (Structures and Functions of Living Systems- Matter and Energy
Transformation): 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 Systems- Interdependence
 Observe how the living things in an environment change with the seasons (e.g.,
trees lose their leaves in the winter).
 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.
Early Childhood 5-Year-Old (Kindergarten) Curriculum
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)
 Investigate similarities and differences - School – (Then and Now)
 Investigate similarities and differences in houses and land use in urban and rural
areas (Home: Then and Now)
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.
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.

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).
Early Childhood 5-Year-Old (Kindergarten) Curriculum
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;
 Reproduzir e contar histórias com uma estrutura coerente.
Leitura
O aluno deverá ler, compreender, interpretar e analisar de forma crítica diferentes tipos de
texto.
 Analisar imagens, gravuras de livros e da realidade;
 Descodificar diferentes códigos simbólicos, convencionais e sinais de trânsito;
 Reconhecer palavras pela junção de letras móveis;
 Inventar pequenas legendas;
 Organizar e interpretar sequências de imagens;
 Construir uma pequena história a partir de uma ilustração, uma série de imagens ou
um objeto.
Escrita
O aluno deverá escrever textos coerentes e claros, de tipologia diversa, aplicando os
conhecimentos adequados do funcionamento da língua, sua gramática e estruturação.
 Localizar espaços em relação a um ponto de referência;
 Aplicar o grafismo como forma de escrita;
 Fazer séries de desenhos para descrever uma história com legendas;
 Reproduzir o seu nome, o dos colegas e vocabulário do seu interesse;
 Identificar e aplicar corretamente as diferentes regras de funcionamento da língua
portuguesa:
 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
Early Childhood 5-Year-Old (Kindergarten) Curriculum
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;
 Localizar Portugal no mapa-mundo;
 Identificar algumas regiões de Portugal;
 Identificar alguns símbolos nacionais como a bandeira e o galo de Barcelos.
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.
Communication and Collaboration
The Students will use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to the
learning of others.
 Works cooperatively and collaboratively with others when using the floor robot in the
classroom.
 Expresses ideas to the creation of a digital product using a multimedia product.
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).
 With guidance, understands how to search for a specific letter of the alphabet on a
children’s directory site.
 Applies the results of their alphabet search to create a picture dictionary.
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.
 Predicts floor robot routes by entering step by step instructions.
Digital Citizenship – Technology and Society
The Student will understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior.
Early Childhood 5-Year-Old (Kindergarten) Curriculum
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Interacts positively and productively in a class or small group lesson to talk about
how technology affects the students in their daily lives.
Identifies examples of technology used in their daily lives (e.g. telephone,
microwave, television, cameras, and computer).
Interacts positively and productively in a class or small group lesson on how
technology tools are used to meet personal needs.
Demonstrates proper care of equipment, follows classroom rules, handles equipment
with care and respects the work of others.
Interacts positively and productively in a class or small group lesson to talk about
safety issues related to use of the Internet.
Understands that staying safe on line is similar to staying safe in the real world.
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.
 Identifies the main parts of a computer (monitor, keyboard, mouse, computer)
 Locates keys using age appropriate keyboarding software.
Fine Arts: Music
Perform
The Student will sing and/or play a varied repertoire of music.
 Hear and feel the difference between speaking and singing voices
 Echo a variety of short rhythmic and melodic patterns (so mi, ta titi)
 Demonstrate steady beat when singing, speaking, and playing instruments
 Sing and play music from the United States and other cultures
 Accompany simple songs on classroom instruments
 Sing or play in a group responding to a conductor in classroom and program settings
The Student will read and notate music.
 Experience duration of sound and silence in relation to steady beats
 Read rhythmic and melodic patterns using simplified notation
The Student will analyze and evaluate his/her own performances.
 Describe and reflect on musical performances using age-appropriate criteria
 Describe and reflect on performance etiquette (e.g. stage behavior)
Create
The Student will improvise melodies, variations and accompaniments.
 Improvise short rhythmic and/or melodic answers to questions sung or played by the
teacher
 Improvise movement to simple songs and instrumental pieces
Standard: The Student will compose and arrange music.
 Create and arrange music to accompany selections from children’s literature by using
body instruments, traditional instruments, and vocal sounds
Early Childhood 5-Year-Old (Kindergarten) Curriculum
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.
 Experience sound (tone color) as it relates to different environments
 Identify similar themes in stories, movement, and songs
The Student will analyze, evaluate, and respond to varied musical repertoire and
performances.
 Identify variety of instruments
 Demonstrate appropriate audience behavior for in-school performances
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.
 Identify emotional use of color.
 Identify a variety of surface textures.
 Identify differences between 2-D and 3-D works of art.
 Explain artwork and symbols used within own artwork.
 Demonstrate the appropriate handling of art tools.
 Create in several media including drawing, painting, printmaking and modelling.
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 and use a variety of lines.
 Recognize geometric and free form shapes.
 Create a picture using all the space on page.
 Identify a variety of textures within the environment and identify a variety of
surface textures.
 Use repeating shapes to form patterns.
Create
The Student will know a range of subject matter, symbols and potential ideas in the Visual
Arts.
 Create a picture in response to a story.
 Explain emotional qualities in their work.
Respond
The Student will understand the Visual Arts in terms of its relation to history and cultures.
 Discover artefacts from different cultures across time.
 Look at art prints and discuss the pictures.
Early Childhood 5-Year-Old (Kindergarten) Curriculum
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.
 Compare pictures based on emotional qualities related to colour.
Physical Education
The Student will use a variety of basic and advanced movement forms:
 Demonstrate a minimum of two critical elements used in the locomotor skills of
walking, running, hopping, jumping and landing, galloping, sliding, and skipping.
 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 stationary manipulative
skills (e.g. toss and throw to targets, bounce and catch, toss and catch, kick to a
target, strike with paddle, dribble, roll, trap and volley with hand).
 Demonstrate a minimum of two critical elements used in manipulative skills while
moving.
 Demonstrate moving to a rhythm, using basic rhythmic patterns.
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.