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    Kindergarten Curriculum

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    What are the goals and characteristics of an appropriate curriculum for the developmental needs at the kindergarten level?

    What are the roles of teacher, environment, play, and schedule in kindergarten curriculum?

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    Solution Preview

    + Kindergarten
    # Standard 1. The student understands and uses different skills and strategies to read.

    1.1 Uses word recognition and word meaning skills to read and comprehend text
    * Is aware of print in the environment
    * Is aware that print conveys meaning
    * Uses pictures to predict text
    * Knows direction of print (left to right and top to bottom)
    * Knows what a letter is and what a word is
    * Knows letters and sounds and uses them to decode some words
    * Hears sound sequence in words (phonemic awareness)
    * Matches spoken and written word
    # 1.2 Builds vocabulary through reading
    * Learns "school" and directional language
    * Knows some high-frequency words by sight
    * Understands the meaning of new words by listening to reading of fiction and nonfiction
    # 1.3 Reads fluently, adjusting reading for purpose and material
    * Begins to read environmental print
    * Participates in group reading (shared, guided, buddy)
    * Revisits and memorizes favorite books
    # 1.4 Understands elements of literature
    * Recognizes rhyme, repetition, and story patterns
    * Identifies the sequence (beginning, middle, and end) of a story
    * Understands a story map based on story elements
    * Identifies book parts and text features: cover, title page
    # 1.5 Uses features of nonfiction text and computer software.
    * Identifies and understands text features:
    * Computer: keyboard, icon, mouse
    * Text: title, page number, caption, label, chart, author, and illustrator
    # Standard 2. The student understands the meaning of what is read.

    2.1 Comprehends important ideas and details
    * Retells what was read to him/her
    * Can answer questions about stories (fiction and nonfiction)
    * Connects text and personal experience
    * Predicts and/or confirms with evidence from text and guidance
    # 2.2 Expands comprehension by analyzing, interpreting, and synthesizing information and ideas
    * Predicts and supports with evidence from text with guidance
    * Understands that some text is true, and some is not
    # Standard 3. The student reads different materials for a variety of purposes.

    3.1 Reads to learn new information and
    3.2 Reads to perform a task
    * Explores or listens to a variety of nonfiction:
    * Instructions
    * Report
    * Nonfiction text: science, social studies, math, the arts, health and fitness
    # 3.3 Reads for literary experience in a variety of forms
    * Explores, listens to, or reads a variety of fiction:
    - Narrative (realistic, fantasy)
    - Verse (counting, rhyme, playground)
    - Letter (personal)
    - Journal/diary
    - Song
    # Standard 4. The student sets goals and evaluates progress to improve reading.

    4.1 Assesses strengths and need for improvement
    * Is beginning to see self as a reader
    * Assesses own progress in learning sounds, words, and retelling with teacher guidance
    * Talks about own reading
    # 4.2 Seeks and offers feedback to improve reading
    * Talks with teacher, parents, and peers about progress
    # 4.3 Develops interests and shares reading experiences
    * Self-selects texts on basis of interest or familiarity at appropriate level with guidance


    o Number Sense
    + Kindergarten
    # Number Sense and Computation
    MNS Students understand concepts and apply skills, which develop number sense.

    MKNS1 Students understand the relationship between numbers and quantities.
    * 1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other.
    * 1.2 Count, recognize, represent, name, and order a number of objects (up to 30).
    * 1.3 Know that the larger numbers describe sets with more objects in them than the smaller numbers have.
    * 2.0 Students understand and describe simple additions and subtractions:
    * 2.1 Use concrete objects to determine the answers to addition and subtraction problems. (for two numbers that are each less than 10).
    * 3.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones and tens places:
    * 3.1 Recognize when an estimate is reasonable.
    o Algebra and Functions
    + Kindergarten
    # Algebra and Functions
    MAF Students use concepts and patterns involved with developing algebraic thought.

    MKAF1 Students sort and classify objects.
    * 1.1 Identify, sort, and classify objects by attribute and identify objects that do not belong to a particular group.
    o Measurement and Geometry
    + Kindergarten
    # Measurement and Geometry
    MMG Students understand and apply measurement and geometric concepts.

    MKMG1 Students understand the concept of time and units to measure it; they understand that objects have properties, such as length, weight, and capacity, and that comparisons may be made by referring to those properties.
    * 1.1 Compare the length, weight, and capacity of objects by making direct comparisons with reference objects.
    * 1.2 Demonstrate an understanding of concepts of time (e.g., morning, afternoon, evening, today, yesterday, tomorrow, week, year) and tools that measure time.
    * 1.3 Name the days of the week.
    * 1.4 Identify the time (to the nearest hour) of everyday events.
    # MKMG2 Students identify common objects in their environment and describe the geometric ...

    Solution Summary

    The characteristics of an ideal Kindergarten curriculum and the goals that should be set and met. The roles of the teacher, the environment, play time and how the schedule should be arranged.