A Curriculum Guide
For Parents
What Your Child
Will Learn In
Kindergarten
Revised 2011
Dear Sudbury Families,
This guidebook is intended to provide you with information about the curriculum at your
child’s grade level. In general, the Sudbury Pubic Schools offer a comprehensive curriculum
rich in content in mathematics, English, science, social studies, health and wellness, physical
education, art, music, library, and technology. The Curriculum Guides outline the goals and
objectives in each subject area and describe the course of study at each grade level.
During the 2012-2013 school year, curriculum coordinators, specialists and teachers will be
working to align the Sudbury Public Schools’ curriculum in mathematics and literacy with
the new Massachusetts Standards, which include the new Common Core State Standards.
This is an exciting time as we work to support coherence, opportunity, and rigor in our
curriculum.
Sudbury Public Schools offer many learning opportunities for students both in and outside
the classroom. Our goal is to engage each student each day in meaningful activities that
trigger intellectual curiosity and inspire creativity.
Please contact your child’s teacher – who is always the best resource for questions about
experiences in the classroom – or the Curriculum Office if you have any questions.
Sincerely yours,
Todd A. Curtis, Ed.D.
Assistant Superintendent of Schools
Telephone: (978) 639-3216
Email: [email protected]
Revised 2011
Table of Contents
Literacy ............................................................................................................. 1
Mathematics...................................................................................................... 2
Science ............................................................................................................. 3
Social Studies ................................................................................................... 4
Wellness ........................................................................................................... 5
Technology Standards ...................................................................................... 6
Library/Media .................................................................................................... 6
Music................................................................................................................. 7
Sudbury Public Schools Mission Statement ..................................................... 8
Sudbury Public Schools Core Values ............................................................... 8
Revised 2011
Literacy
During the 2012-2013 school year, Sudbury Public Schools will be aligning its curriculum in
English/Language Arts to the Massachusetts Frameworks, which include the new Common
Core State Standards. The Common Core Standards focus on four strands—Reading,
Writing, Speaking and Listening, and Language. As work on these standards progresses,
changes in the curriculum will be published on the Sudbury Public Schools website.
Reading and Literature
• Explore a variety of genres in literature including picture books, nursery rhymes, fiction,
nonfiction and poetry through whole class and small, flexible guided reading groups
• Study authors’ techniques and style through “author study”
• Develop an understanding of concepts of print
• Develop comprehension and thinking by using strategies such as retelling stories,
visualizing what they read, making predictions, identifying beginning, middle and end
of a story and identifying real vs. make believe
Composition
• Understand and apply the structures and routines of the Writer’s Workshop
• Use pictures, letters and words to convey meaning and write for a variety of purposes
• Use pictures, letters and words to tell a story with a beginning, middle and end
• Recognize conventions of print, such as a capital letter at the start and period at the
end of a sentence
Language
• Develop phonemic awareness skills, such as rhyming, recognizing alliteration,
separating words in a sentence, isolating sounds in a word, and blending sounds
together
• Develop beginning phonics skills including naming and identifying upper and lower
case letters and their corresponding sounds
• Experiment with spelling using knowledge of phonics to encode words
Listening
• Listen for a variety of purposes, such
as following teacher directions or taking
turns during class discussions
Speaking
• Present thoughts and ideas effectively
for a variety of purposes and in a
variety of ways, including responding to
literature, expressing opinions in
discussion, sharing personal experiences and prior knowledge, and generating
questions
Page 1
Mathematics
Through our program, we strive to have all students understand mathematical concepts, use
computational strategies fluently, and apply appropriate reasoning skills. Mathematics
should be engaging and should clearly be a useful, sense-making process. Students will
engage in problem solving, communicating ideas and conclusions, developing justifications
and proofs, and representing mathematical ideas using diagrams, graphs, geometric figures,
and numbers. During the 2012-2013 school year Sudbury Public Schools will be aligning its
curriculum in mathematics with newly released 2011 Curriculum Framework for
Mathematics, which incorporates the Common Core State Standards. As work on these
standards progresses, changes in the curriculum will be published on the Sudbury Public
Schools website.
Number Relationships and Operations
• Count forward from 0 to 20
• Match quantities to 10 with numerals and words
• Read, order, and compare sets and numerals from 0 to 10
• Identify position of objects in sequences
• Use objects and drawings to model and solve addition and subtraction problems
Patterns, Relationships and Algebra
• Classify and sort objects by color, shape, size, number and other attributes
• Describe, extend, and create patterns with concrete objects
Geometry
• Name, describe, sort and construct basic two-dimensional shapes
• Name and compare three-dimensional shapes
Measurement
• Understand and compare length
• Use appropriate language to describe and compare length, weight, and volume
Data Analysis, Statistics, and Probability
• Represent data using objects, pictures, numbers, and graphs
• Tell how many of each item is represented on a bar graph or pictograph
Page 2
Science
Students will gather information about the world around them through hands-on scientific
investigation and inquiry. Students will do what scientists do. They will:
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Observe using one or more of the five senses
Ask questions about familiar objects, organisms, and events in the environment
Identify details, similarities, and differences in objects
Make predictions based on observed patterns
Name and use equipment and tools (e.g., rulers, hand lenses, balances) to gather
data and extend the senses
Describe/communicate observations through discussions, drawing, numbers, or words
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Three units of study will provide the opportunity to explore the physical, earth, and life
sciences. Kindergarten students will:
Physical Science: Balls and Ramps
• Sort balls using observable properties
• Describe a ball’s motion and compare the movement on different surfaces
• Connect the property of roundness to the ball’s ability to roll
• Predict the bounciness of unknown balls based on their physical characteristics
• Recognize that a ball standing still remains at rest and requires a push or pull to
move (recognize the cause and effect of pushing, throwing, or blowing a ball)
Earth Science: Sand and Water
• Identify the materials found in different sand samples
• Sort, describe, and compare sand from different sources using grain size, color, and texture
• Predict and give reasons for which objects may sink or may float
• Conduct a test to determine which objects will sink or float
• Classify different materials as sinkers or floaters
• Recognize that, under some conditions, objects can be balanced
Life Science: Chicks
• Compare living and nonliving things
• Identify different parts and characteristics of a chicken and chicken egg
• Identify what is needed to support healthy eggs and chicks
• Observe the hatching out and growth of a chick
• Through drawings or diagrams compare the stages of development of a chicken embryo
• Observe and record the early growth of a newborn chicken
Page 3
Social Studies
At the Kindergarten level, learning in history and social science is built on children’s
experiences in their families, school, and community. The picture books chosen for reading
aloud, the stories told, and the songs they hear or learn are basic components of the
curriculum. Students also learn and apply basic geography skills while mapping familiar
places. To this end, Kindergarten students will:
Geography and History
• Identify sequential actions, such as first, next, last, in stories and use them to
describe personal experiences
• Correctly use words and phrases related to chronology and time (such as, now, long
ago, before, after, morning, afternoon, night; last or next week, month, year); and
present, past, and future tenses of verbs
• Correctly use words and phrases that indicate location and direction, such as up,
down, near, far, left, right, straight, back, behind, and in front of
• Tell or show what a map is and what a globe is
Civics and Government
• Give examples that show the meaning of the following concepts: authority, fairness,
justice, responsibility, and rules
Economics
• Use words relating to work, such as jobs, money, buying, and selling
• Give examples of how family members, friends, or acquaintances directly or indirectly
use money
Page 4
Wellness
Through health literacy, self-management skills, and health promotion, comprehensive
health education teaches students concepts and promotes habits that support healthful
lifestyles. Health education occurs across the curriculum and guides efforts to build positive
relationships and healthy schools and communities. Students in Kindergarten will:
Physical Activity and Fitness
• Apply movement concepts including direction, balance, level, and pathway to
improve physical performance
Nutrition
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Recognize the USDA Food Guide Pyramid food groups
Identify foods that are recommended as healthy snacks
Social and Emotional Health
• Identify and demonstrate behaviors that facilitate team-building and
sportsmanship
• Identify and demonstrate calming-down techniques
• Identify the feelings being experienced by characters in stories
• Demonstrate active listening skills
• Identify dangerous and destructive behaviors as well as behaviors of people or
characters that help build friendships
• Demonstrate cooperation skills
• Distinguish between safe, unsafe, and inappropriate touching
• Identify the members of their family and the function of family members
• Identify adults to whom they can turn to for help or to share successes
Safety and Prevention
• Identify some common symptoms of illness
• Apply skills to prevent and control the spread of disease
• List the rules for fire safety, bus safety, and seat belt use
• Identify community helpers who can be contacted to help with health and
safety
Page 5
Technology Standards
Technology is to be used as a tool to enrich and expand learning across the curriculum,
ultimately taking students beyond basic keyboarding and word processing to develop higher
order thinking skills. Within the context of the content areas in Kindergarten, students will:
Basic Operations and Concepts
• Use computer hardware and software respectfully and responsibly
• Use the menus to navigate the appropriate software programs and the school
network
• Use developmentally appropriate media and technology resources to support
learning
Social, Ethical and Human Issues Relative to Technology
• Respect ownership of another’s work
• Abide by school rules for appropriate use of technology
Productivity and Presentation
• Use minimal keyboarding, word processing, and graphics skills (locate and use
letters and numbers, proper posture, use of mouse)
• Create multimedia projects with assistance to present knowledge and understanding
in the content areas
• Use grade appropriate productivity tools with assistance to present information
Library/Media
In the School Library Media Center, students gain an appreciation for literature and develop
critical thinking, problem solving and communication skills as they use a variety of resources
to meet the demands of today’s curriculum. Kindergarten students are taught to:
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Use the library appropriately
Take proper care of borrowed books and materials
Understand the idea of title, author, and illustrator
To distinguish among genres
Identify the beginning, middle, and end of the story
Distinguish between “real” and “make believe”
Listen actively and participate appropriately
Share and enjoy stories
Compare and contrast illustrations, stories, and forms of media
Understand various components of literature through picture books
Learn about authors, illustrators, and their works
Page 6
Music
In Kindergarten, students are exposed to many musical activities that promote the
understanding and enjoyment of music. Students will:
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Sing with and without accompaniment
Sing alone and with others
Explore different vocal sounds
Develop coordination and motor skills through movement and the playing of
instruments
Play steady beat and simple rhythmic patterns
Identify differences between high/low, loud/soft, fast/slow
Develop listening skills through like and unlike phrases and patterns
Page 7
Sudbury Public Schools Mission Statement
The Sudbury Public Schools strive to enable all students to reach their intellectual and
personal potential. The school system, in partnership with families and the community, will
work with integrity and respect to realize the shared vision of enabling students to become
life-long learners and effective contributors to society.
Sudbury Public Schools Core Values
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Enhance the learning and teaching processes to enable and inspire students
to achieve their potential.
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Actively promote personal responsibility and integrity.
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Seek and promote opportunities to advance equity.
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Cultivate a life-long commitment to community.
Page 8