kindergarten - barren county schools€¦ · web viewdecoding and word recognition. k.1.15...

Kindergarten

Barren County Schools

District Curriculum2007 Curriculum Summer DRAFT Update Shari Alexander District CRT

Barren County District Kindergarten Curriculum 2007 Update DRAFT


Language Arts Curriculum

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KINDERGARTEN LITERACY CURRICULUM

A.E.1.2 – Students make sense of the variety of materials read.A.E.1.3 – Students make sense of the various things they observe.A.E.1.4 – Students make sense of the various messages to which they listen.A.E.1.11--Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. A.E.1.12 – Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

Standard 1READING: Word Recognition, Fluency and Vocabulary Development

The Kindergarten student comes to school at different ages with diverse literacy experiences. Teachers should get as close to the Kindergarten literacy target as possible and do whatever it takes throughout the summer and the First Grade year to put everyone on track to meet the end of the year standards in first grade.

Print-Sound Code (Concepts of Print) K.1.1 – Identify the front, back, and title pages of books.K.1.2 – Follow words from left to right.K.1.3 – Know that print materials have meaning and provide information.K.1.4 – Distinguish letters from words.K.1.5 – Recognize that sentences are made up of separate words.K.1.6 – Recognize and name all capital and lower case letters of the alphabet.Phonemic Awareness

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K.1.7 - Recognize and say the common sound for the letters of the alphabet and write a letter that goes with the spoken sound.

K.1.8 - Listen to two or three phonemes when they are read aloud and tell the number of sounds heard, whether they are the same or different and the order. EX: Listen to the sounds /f/, /m/, /s/, or/l/, /n/, /v/. Tell how many sounds were heard and whether any sounds were the same. K.1.9 - Listen and say the changes in spoken syllables and words with two or three sounds when one sound is added, substituted, omitted, moved or repeated. EX: Listen to the word bat and tell what word is left when you take the /b/ sound away.

K.1.10– Blend consonant-vowel-consonant (cvc) sounds aloud to make words.

K.1.11 – Identify and complete rhyming words and patterns in response to an oral prompt. EX: Say a word that rhymes with cat.

K.1.12- Listen to one syllable words and tell the beginning or ending sounds. EX: Tell what sound you hear at the beginning of the word girl.

K.1.13– Listen to spoken sentences and recognize individual words in the sentence; listen to words and recognize individual sounds in the words.

K.1.14 – Count the number of sounds in a syllable; count the number of syllables in words.

K.1.15 – Re-read stories independently or as a group modeling patterns of changes in timing, voice and expression. *When letters have a slanted line before and after, this represents the sound the letter makes, not the name of the letter.

Decoding and Word RecognitionK.1.15 –Match all consonant sounds to appropriate lettersK.1.16- Use knowledge of letter sounds to figure out simple, regularly spelled, single-syllable words (cvc).K.1.17– Read high frequency and often heard words by sight. Read both first and last name.K.1.18– Use self–correcting strategies when reading.K.1.19– Understand the alphabetic principle – when letters in words change, so do the sounds.K.1.20– Learn and apply knowledge of alphabetical order (first letter).

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Vocabulary and Concept DevelopmentK.1.21 – Identify and sort common words in basic categories. EX: color words, shapes, and foods.

K.1.22– Identify common signs and symbols. EX: stop signs, store signs from colors, shapes and logos and letters or symbols on these signs.

Standard 2READING: Comprehension

Students should be able to identify the basic facts and ideas in what they have read, heard or, seen. They use comprehension strategies such as generating and responding to questions and comparing new information to what is already known to understand what they read. Students should listen to and begin to read grade-level appropriate classic and contemporary literature, nursery rhymes, alphabet books, dictionaries, maps, graphs, charts, and online information.

Structural Features of Informational and Technical Materials

K.2.1 – Locate the title and name of the author of a book.

Comprehension and Analysis of Grade Level Appropriate TextK.2.2 – Use picture clues and context to aid in comprehension and to make predictions about story content.K.2.3 – Connect the information and events in texts to life experiences.K.2.4 – Retell familiar stories.K.2.5 – Identify and summarize the main ideas and plot of a story.K.2.6 – Answer literal questions to demonstrate comprehension of orally read grade-appropriate texts.

Standard 3READING: Literary Response and Analysis

Students list and respond to stories based on well-known characters, themes, plots, and settings. Students analyze grade-level-appropriate stories.

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K. 3.1 – Students should distinguish fantasy from reality. EX: compare two books about similar topics and tell how they are different.

K.3.2 – Students identify types of everyday print materials. EX: walk around school to identify signs. Tell difference between a storybook and beginning dictionary.

K.3.3 – Identify characters, settings, and important events in a story. Retell the important events in a storyK.3.4 – Identify favorite books and stories. Tell what makes it their favorite story. K.3.5 – Recognize predictable patterns in stories.

Standard 4READING: Habits

K.4.1- Choose reading materials as a way to enjoy free time and ask for books to be read aloud to them.K.4.2 – Listen to one or two books read aloud each day in school and discusses them.K.4.3 – Listen to one or two books read aloud each day at home or in after-school care.K.4.4 – Reread or read along alone or with a partner or adult two to four books each day.K.4.5 – Read a range of genres, stories, poems, plays, fictional texts, how to books, signs labels, messages, and informational texts such as all-about or attribute books.

Standard 5WRITING

Process--Discuss ideas and tell stories for someone (student or teacher) to write. Students use pictures, letters, and words to write.Organization and FocusK.5.1 – Discuss ideas to include in a story.K.5.2 – Dictate or write simple story.

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K.5.3 – Write using pictures letters or words.K.5.4 – Write by moving from left to right and from top to bottom.

Applications-Students begin to write and draw pictures for specific purposes and for specific audiences.K.5.6 - Draw pictures and write words for specific reasons. EX: draw a picture or write to a friend or family member to tell about something. K.5.7 - Draw a picture and write words for a specific people or person. EX: write or dictate an invitation to a parent to attend a classroom event

K.5.8 – Name or label objects or places.Conventions – Students begin to learn the written conventions of Standard English.HandwritingK.5.9 – Write capital and lower case letters of the alphabet correctly shaping and spacing the letters appropriately.

SpellingK.5.10 – Spell independently using an understanding of the sounds of the alphabet and knowledge of the letter names. EX: spell correctly common words such as cat or spell by how the word sounds such as kat.

K.5.11 – Use end consonant sounds when writing.

CapitalizationK.5.12 – Introduce capitalization for first words of the sentence and proper names such as names of people and the pronoun I.

PunctuationK.5.13 – Introduce statements, explanations, and questions as types of sentences and the correct end punctuation (periods, question marks, and explanation marks).

Standard 6LISTENING AND SPEAKING

Students listen and respond to oral communication. They speak in clear and coherent sentences. Students deliver brief oral presentations about familiar experiences or interests.

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ComprehensionK.6.1 – Understand and follow one and two-step spoken directions

K.6.2 – Share information and ideas, speaking in complete, coherent sentences.

Speaking ApplicationK.6.3 – Describe people, places, and things (including details such as size, color, shape, locations, and actions).

K.6.4 – Recite short poems, rhymes, and songs.

K.6.5 – Tell an experience or creative a story in a logical sequence.

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Mathematics Curriculum

Mathematics

Sub-domain Grade 3Number Properties and Operations 40%

Measurement 10%Geometry 25%

Data Analysis 10%Algebraic Ideas 15%

While it is important to work toward the development of “higher-order problem-solving skills,” it is equally important- indeed, it is prerequisite to achieving “higher order” skills-to have a sound grasp of basic facts, and an automatic fluency with fundamental operations.

Number Properties and Computation

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A. Numbers, Integers, and Place Value Concept Objectives:

1. Students will develop an awareness of how to use numbers to count, measure, and label.2. Students will understand and apply basic and/or advanced concepts of numbers and relate these to other

mathematical concepts. Skills:

Using concrete objects and pictorial representations, compare setsSame as (equal to) one-to-one correspondenceMore thanLess thanMostLeast

CountIntroduce number line.Forward from 1 to 30, first beginning with 1, and introduce counting forward from any given number and backward from 10From 1 to 10 by twosBy fives and tens to 50

Recognize and write numerals 1 to 30 with a number chart (with special attention to the difference between certain written symbols, such as: 6 and 9, 2 and 5, 1 and 7; 12 and 21,etc)

Introduce writing numerals 1 to 100 without a number chart (with special attention to the difference between certain written symbols, such as: 6 and 9, 2 and 5, 1 and 7; 12 and 21,etc)

Count and write the number of objects in a set up to 25. Given a number, identify one more, one less Identify ordinal position, first (1st) through sixth (6th) Identify pairs Interpret simple pictorial graphs, bar graph

B. Fractions and Decimals Identify ½ as one of two equal parts of a region or object; find ½ of a set of concrete objects Recognize equal and unequal parts of a whole

C. Number Computation Concept Objectives: 1. Students will understand how to solve real-world problems involving number operations.2. Students will understand and apply basic and/or advanced concepts of computation.

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3. Students will develop an understanding of addition and subtraction situations and express this understanding through corresponding number sentences.Skills:

Add and subtract to ten, using concrete objects Recognize the meaning of the plus sign (+) Subtraction: the concept of “taking away”; recognize the meaning of the minus sign (-) Introduce adding and subtracting 2 digit numbers with no regrouping Understand how the base 10 number system relates to place value (ten ones make ten,

Introduce 10 tens making 100)

GeometryConcept Objectives:

1. Students will develop an awareness of spatial relationships.2. Students will understand and apply basic and/or advanced concepts of geometry and relate these to other

mathematical concepts.Skills:

Identify left and right hand Identify top, bottom, middle Know and use terms of orientation and relative position, such as:

Closed, openOn, under, overIn front, in back (behind)Between, in the middle ofNext to, besideInside, outsideAround

Far from, near Above, below To the right of, to the left of Here, there

Identify and sort basic plane figures: square, rectangle, triangle, circle Identify basic shapes in a variety of common objects and artifacts (windows, pictures, books, buildings, cars, etc.)

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Introduce and identify basic three-dimensional shapes by appearance (spheres, cones, cubes, cylinders, triangular and

rectangular prisms)

Introduce the concept of symmetry by drawing missing parts to make a picture symmetrical (mirror image)

Recognize shapes as the same or different Make congruent shapes and designs Compare size of basic plane figures (larger, smaller)

Measurement Concept Objectives:

1. Students will understand how to select and use appropriate vocabulary and tools for given measurement situations.2. Students will develop an awareness of how to use and describe basic measurement concepts including length, width,

time, temperature, and capacity.Skills: Identify familiar instruments of measurement, such as ruler, scale, thermometer, clock. Compare objects according to: Linear measure

Long and short; longer than, shorter thanMeasure length using non-standard unitsBegin to measure length in inchesHeight: taller than, shorter than

Weight (mass)Heavy, lightHeavier than, lighter than

Capacity (volume)Full and emptyLess than full, as full as, fuller than

Temperature: hotter and colderTime

Sequence events: before and after; first, next, last.Compare duration of events: which takes more or

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less time.Read a clock face and tell time to the hour.Know the days of the week and months of the yearOrientation in time: today, yesterday, tomorrow, morning, afternoon; this morning vs. yesterdaymorning, etc.

Read a calendar. Money: Concept Objectives:

1. Students will understand and apply the concept of money to their own lives and everyday activities.2. Students will understand the concept of counting money.3. Students will recognize basic monetary values.

Skills: Identify pennies, nickels, dimes, and quarters Identify the one-dollar bill Identify the dollar sign and cents sign

Label money amounts using the cents sign

Data AnalysisConcept Objectives:1. Students will develop an awareness of concrete and pictorial patterns in order to make predictions and solve problems.Skills:

Interpret simple pictorial graphs, bar graphs Introduce and explore chance as seen in games and experiences Introduce and explore concept of probability of likely/unlikely Through teacher directed activities introduce to students the concepts of posing questions, collecting Organizing and displaying data

Algebraic ThinkingConcept Objectives:1. Students will develop an awareness of attributes, patterns, and sequences.

Skills :

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Establish concepts of likeness and difference by sorting and classifying objects according to various attributes: size, shape, color, amount, function, etc.

Define a set by the common property of its elements. In a given set, indicate which item does not belong. Moving from concrete objects to pictorial representations, recognize patterns and predict the extension of a pattern. Extend a sequence of ordered concrete objects. Solve simple equations in addition and subtraction Solve simple equations with missing values using fact families (e.g., __+2=5)


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Science Curriculum

Science

Tested at Grade 4

Physical Science 25%Earth/Space

Science25%

Life Science 30%Unifying Ideas 25%

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LIFE SCIENCE

Living & Non-Living and Plants and Plant GrowthConcept Objectives:

1. Students will appreciate the unique cycles that characterize plant and animal life.2. Students will understand how species depend on one another and on the environment for survival.3. Students will understand the characteristics and structure of living and non-living things.4. Students will understand and appreciate the life cycles of plants

Essential Questions:1. What are living and nonliving things?2. What do living things need?3. How can living and nonliving things change?

4. What parts do plants have? 5. How do plants change as they grow? 6. Why don’t all plants look the same?

Topics of Instruction: What plants need to grow: sufficient warmth, light, and water Basic parts of plants: seed, root. stem, branch, leaf Plants make their own food. Flowers and seeds: seeds as food for plants and animals (for example; rice, nuts, wheat, corn) Two kinds of plants: deciduous and evergreen Farming

1) How some food comes from farms as crops2) How farmers must take special care to protect their crops from weeds and pests3) How crops are harvested, kept fresh, packaged, and transported for people to buy and consume.

Plants live in different habitats.

Animals and Their NeedsConcept Objectives:

5. Students will appreciate the unique cycles that characterize plant and animal life.6. Students will understand how living things interact with each other and their environments.7. Students will understand basic necessities for life.8. Students will recognize how animals use their senses.

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9. Students will understand the five senses help humans learn about their world. Essential Questions:

1. How do animals change as they grow?2. Why don’t all animals look the same?3. What basic needs do all animals have?4. How do animals use their senses?5. How do animals get their food?6. Why do animals live in different habitats?Topics of Instruction:

Animals, like plants, need food, water, and space to live and grow.

Plants make their own food, but animals get food from eating plants and other animals (food chain).

Offspring are very much (but not exactly) like their parents. Most animals babies need to be fed and cared for by their parents, human babies are especially in

need of care when young. Pets have special needs and must be cared for by their owners. Animals live in different habitats.

Physical ScienceMatter, Changes and How Things Move

Introduction to Matter Concept Objectives:

10. Students will recognize that objects can be classified by properties. 11. Students will recognize the forms matter can take12. Students will observe change of solid to liquid, liquid to solid, and/or liquid to gas as a result of change in

temperature using the scientific method. Essential Questions:

4. How are things alike and different?5. What forms can matter take?6. How can some things change?

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7. How can things change when they get warmer or colder?8. How can water change?

Topics of Instruction: Use senses to group objects according to similarities and differences Identify and classify solids, liquids, and gases Group objects according to whether they sink or float Observe how temperature changes water Observe how water takes the shape of its container

Introduction to MagnetismConcept Objectives:

13. Students will recognize that there are forces in the world created by natural phenomenon that we can’t see but which nonetheless have a real effect on objects that we can see.

14. The student will demonstrate the positions and movements of objects.15. Students will recognize that objects can be classified by physical properties.16. Students will understand that information can be gathered through observation and experimentation.

Essential Questions:

1. What makes things move?2. How do magnets work?3. How can magnets move things?

Topics of Instruction: Identify familiar everyday uses of magnets (for example, in

toys, in cabinet locks, in “refrigerator magnets,” etc). Classify materials according to whether they are or are not

attracted by a magnet. Recognize that magnetic poles are what causes the attraction. Identify the push/pull of magnets as a force

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Earth Science Seasons and Weather

Concept Objectives:17. Students will understand that seasons and weather are usually predictable.18. Students will understand the causes and effects of seasons and weather.19. Students will understand the most things are in the process of change and that there are patterns to

these changes. Essential Questions:

1. What is weather?2. How does weather change with the seasons?3. Why is the sun important to us?4. How does weather affect people?

Topics of Instructions: The four seasons Characteristic local weather patterns during different seasons The sun: source of light and warmth Identify what causes day and night and where the stars and moon are during the day. Identify meteorology as a career related to weather Daily weather changes

1) Temperature thermometers are used to measure 2) Clouds3) Rainfall: how the condition of the ground varies with rainfall; rainbows4) Thunderstorms: lightning and thunder, hail, safety during thunderstorms5) Snow and snowflakes, blizzards

Taking Care of the Earth (Earth’s Land and Water) Concept Objectives:

20. Students will gain an appreciation for the complex nature of our environment.21. Students will develop an awareness of the importance of protecting the environment.

Essential Questions:1. Whys is it important to take care of our land and water?2. How can we reduce pollution?3. What are ways to protect our environment?

Topics of Instruction: Conversation: Some natural resources are limited, so

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People must be careful not to use too much of them (example; soil, logging and reforestation). Understand fossils are evidence of once living organisms Distinguish between basic landforms Recognize there is more weather than land on Earth and locate both on a map Identify soil composition Practical measures for conserving energy and resources

(for example, turning off unnecessary lights, tightly turning off faucets, etc.)

Some materials can be recycled (for example, aluminum, Glass, paper). Pollution (for example, littering smog, water pollution) can be harmful, but of people are careful they can help reduce pollution.

Earth and Space Concept Objectives:

22. Recognizes sun produces heat and light23. Identify where the stars and moon are during the day

Essential Questions:1. Why do we have night and day?2. What causes shadows on the earth?

Topics of instruction: Recognize the sun produces heat and light Identify the sun as a star Recognize what causes shadows

Scientific InquiryB. Identify and classify objects according to properties. C. The position of a object changes with movement.D. Explore sources of light and sound.E. Science Biographies

1. George Washington2. Jane Goodall3. Wilbur and Orville Wright

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5 Senses/Taking Care of Your Body in Practical Living


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Social Studies Curriculum

Social StudiesSub-domain Grade 5Government and Civics 20%Cultures and Societies 10%Economics 15%Geography 20%Historical Perspective 35%

Government and CivicsConcept Objectives:

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1. Students will understand the close relationship between social behavior and the law.2. Students will understand the essential characteristics of local, state and federal governments.3. Students will understand how early presidents shaped the future of the United States.4. Students will understand the importance of symbols to the culture of a people.5. Students will gain an appreciation for symbols and celebrations and how they are used to honor history.6. Students will understand symbols and how they represent American values, beliefs, and principals.

Historical Perspective/Culture and SocietyTopics of InstructionNative American Peoples, Past, and PresentBecome familiar with the people and ways of life of Eastland Woodlands: Cherokee, Seminole, Delaware, Mohican, Wampanoag, Powhatan and their influence in Kentucky

Early Exploration and Settlement

The Voyage of Columbus in 1492 1. Queen Isabella and King Ferdinand of Spain

2. The Nina, Pinta`, and Santa Maria3. Columbus’s mistaken identification of “Indies” and “Indians”4. The idea of what was, for Europeans, a “New World”

The Pilgrims 1. The Mayflower

2. Plymouth Rock3. Thanksgiving Day celebration

Early American GovernmentA. July 4, “Independence Day”

1. The birthday of our nation2. Democracy (rule of the people): Americans wanted to rule themselves instead of being ruled by a faraway

king.3. Some people were not free: slavery in early America

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B. Presidents, Past and Present1. George Washington

a) The “Father of His Country”b) Legend of George Washington and the cherry tree

2. Thomas Jefferson, author of the Declaration of Independence3. Abraham Lincoln

a) Humble origins b) “Honest Abe” 4. Theodore Roosevelt 5. Current United States President

C. Symbols and Figures Recognize and become familiar with the significance of:

American Flag Statue of Liberty Mount Rushmore The White House Flag of Kentucky

GeographyConcept Objectives:

Students will understand how the location, geographic features, and physical patterns define the environment.

Students will develop an awareness of place. Students will gain an appreciation for the physical differences that exist among the seven

continents.Topics of Instruction:Geography: Spatial Sense (working with maps, globes and other geographic Tools)

Maps and globes and what they represent, how we use them Rivers, lakes and mountains: what they are and how they are represented on maps and globes Locate the Atlantic and Pacific Oceans Locate the North and South Poles

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Name and locate Kentucky, Glasgow and Barren County Identify and locate the seven continents on a map and a globe

Geography in History Name and locate the town, city or community as well as the state Where you live Locate North America, the continental US, Alaska and Hawaii

Economics(Suggested materials to use: Economics and Children’s Literature-Primary Level)Concept Objectives:1. Students will understand the basic economic values of our society.

Topics of Instruction: Introduce basic terms: wants (things you’d like to have), needs (things you must have in order to live), choice (a

decision made), consumer (someone who buys), producer (someone who makes something), savings (money that is saved), price (the amount of money that people pay when they buy something), goods (things that are made), services (something done for someone else)

Introduce: money as a medium of exchange

Introduce: community helpers; types of jobs

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Practical Living Curriculum

Practical LivingSub Domain Weight for 4th GradeHealth/PE 75%

Consumerism/Vocational 25%

HEALTHSubstance Abuse Define drug(s) Recognize that some drugs are harmful for the body Recognize that not all drugs are bad Recognize that there are things that look like drugs

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Nutrition Education Recognize that foods can be grouped Classify foods into groups when prompted

Physical Health and Wellness Recognize people get sick Taking care of your body: exercise, cleanliness, healthy foods, rest Body changes that occur during physical activities Benefits of exercise The five senses and the associated body parts: sight (eyes), hearing (ears), smell (nose), taste (tongue), touch (skin)

Personal Health and Safety Orally list the rules of the school Demonstrate appropriate school/home safety procedures during tornado, earthquake, blizzards, and fire drills Match appropriate safety equipment with real life situations Identify potential strangers Identify various types of emergencies Learn, read, and write phone number and address Learn and state parents first and last name(s) and address (es) Tie shoes without assistance

PHYSICAL EDUCATION

There are fundamental motor skills for enhancing physical developmento Explore locomotor and non-locomotor movements

There are fundamental manipulative skillso Explore striking

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o Explore throwingo Explore catchingo Explore kickingo Explore dribblingo Explore volleyingo Explore shooting

There are fundamental movement concepts

o Explore body awarenesso Explore space awareness including self and general spaceo Explore time such as how slow or fast the body is moving

Physical and social benefits result from regular and appropriate participation in physical activities throughout one’s lifetime

o Introduce the benefits of regular exercise

Frequent practice contributes to improved performanceo Introduce the benefits of appropriate practice

Basic rules for participating in simple games and activities are needed to make games fair

o Students demonstrate the ability to follow simple rules while participating in game play.

Rules of behavior and sportsmanship for spectators and participants during games and/or activities make them safe and enjoyableo Students demonstrate good sportsmanship during various physical activities

CONSUMERISM

Most of this will be in the social studies section under the sub domain of economics. Please refer to that as you teach this sub domain.

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Realize that they have choices

VOCATIONAL STUDIES

Individual and Family Relationships Recognize the importance of getting along Recognize they follow rules Realize right/wrong Realize that they have choices Recognize they have rights and responsibilities Identify that families live and work together, as well as do many activities together

Individual and Family Relationships Discuss examples of negative and positive peer pressure Identify that individuals have various emotions Describe stressful situations

Choosing and Preparing for a Career Introduce that people need to work to meet basic needs Introduce that male and female roles are changing in many occupations Introduce that there are different job opportunities in the home, school and community

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Community Resources and Services Identify community agencies/resources and determine their services Recognize that certain community agencies provide health and safety services

Arts and Humanities Curriculum

Coming soon Drama, Dance and Art use POS until

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Music CurriculumI. Elements of Music – Through participation in creating and performing activities, become familiar with basic music

elementsRhythm – Distinguish between sound and silenceRhythm – Recognize a steady beat; begin to play a steady beatRhythm – Experience rhythm through long and short soundsTempo – Distinguish between fast and slowE. Melody – Distinguish between obvious differences in pitch: high and low (mi-so-la)F. Dynamics – Distinguish between loud and softG. Form – Recognize that some phrases are the same, some different, some echoH. Form – Begin to understand AB/2-part form

II. Listening and UnderstandingA. Timbre

1. Recognize classroom percussion instruments by sight and sound2. Distinguish between and demonstrate 4 voices: singing, talking, whispering, and calling

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B. Cultures and Styles1. Listen to music from the Native American culture2. Distinguish between marches and lullabies

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Art CurriculumKindergarten

Structure and ProcessesProgram of Studies: Understandings – AH-P-SA-U-2, AH-P-SA-U-3, AH-P-SA-U-4,AH-P-PA-U-1, AH-P-PA-U-2, AH-P-PA-U-3, AH-P-PA-U-4Skills and Concepts – AH-P-SA-S-VA1, AH-P-SA-S-VA2, AH-P-SA-S-VA3,

AH-P-PA-S-VA1, AH-P-PA-S-VA2, AH-P-PA-S-VA2, AH-P-PA-S-VA4, AH-P-PA-S-VA5

Core Content: AH-EP-1.4.1Students will identify or describe elements of art and principles of design in works of art.Elements of art: Line, Shape, Form, Texture and Color (primary and secondary hues) and color schemes (warm, cool, neutral – black, white, gray, sometimes brown/beige as earth tones)Principles of design: Organization of visual compositions: Emphasis (focal point), Pattern, Balance (symmetry), Contrast (e.g., black/white, rough/smooth)

AH-EP-4.4.2Students will choose media to create artworks with a basic understanding of how to use the media.

Students will recognize and identify or describe the following elements of art and principle of design and use these elements and this principle with a variety of media to create artworks independently and with others.

Line: straight, curved, zigzag, wavy, thick, thin, solid, brokenShape: geometric (circle, square, triangle, rectangle, oval, diamond)Color: primary and secondary huesTexture: touch and see (Use these terms in place of actual and implied at this level.)Pattern: regular or planned pattern

Humanity and Purposes

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Academic Expectations: 2.24, 2.25, 2.26Program of Studies: Understandings – AH-P-HA-U-1, AH-P-HA-U-2, AH-P-HA-U-3,AH-P-PCA-U-1, AH-P-PCA-U-2, AH-P-PCA-U-3Skills and Concepts – AH-P-HA-S-VA1, AH-P-HA-S-VA2, AH-P-HA-S-VA3,AH-P-PCA-S-VA1, AH-P-PCA-S-VA

Core Content: AH-EP-2.4.1Students will identify art from the following cultures and periods.

Cultures: Native American, Traditional Appalachian, West AfricanPeriods: Colonial American

AH-EP-3.4.1Students will experience visual art works created for a variety of purposes.

Purposes of art: (different roles of art)Ceremonial – ritual, celebration, artworks created to support worship ceremonies

(e.g., ceremonial masks)Artistic expression – artwork to express or communicate emotions, ideas, feelings(e.g., for self-expression, to decorate or beautify objects)Narrative – artworks that tell stories, describe and illustrate experiences, orcommunicate ideas or information, art to document important or historical events(e.g., Native American totem poles, cave and wall paintings)Functional – artistic objects used in everyday life (e.g., pottery, quilts, baskets)

Students will be aware that people in other places and times create art for different purposes.

Students will understand that art reflects a life style.

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kindergarten - barren county schools€¦ · web viewdecoding and word recognition. k.1.15...

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