Kindergarten StandardsLanguage ArtsIt is God’s plan that people should be able to read well. God saw to it that His message was written, so people could read it and know for sure what He said. Literary ReadingKLR1 With prompting and support, ask and answer questions about key details in a text.KLR2 With prompting and support, retell familiar stories, including key details.KLR3 With prompting and support, identify characters, settings, and major events in a story.KLR4 Ask and answer questions about unknown words in a text.KLR5 Recognize common types of texts i.e. storybooks, poems.KLR6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.KLR7 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.KLR8 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.KLR9 Actively engage in group reading activities with purpose and understanding.KLR10 Actively engage in individual reading activities with purpose and understanding.KLR11 Predict story events and outcomesKLR12 Discriminate between real and imaginary contentKLR13 Retell stories in a variety of waysKLR14 Identify the beginning, middle, and end of storiesKLR15 Sequence events of a story

Informational ReadingKIR1 With prompting and support, ask and answer questions about key details in a text.KIR2 With prompting and support, identify the main topic and retell key details of a text.KIR3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.KIR4 With prompting and support, ask and answer questions about unknown words in a textKIR5 Identify the front cover, back cover, and title page of a book.KIR6 Name the author and illustrator of a text and define the roll of each in presenting the ideas or information in a text.KIR7 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.KIR8 With prompting and support, identify the reasons an author gives to support points in a text.KIR9 With prompting and support, identify basic similarities in and differences between two texts on the same topic e.g. in illustrations, descriptions, or procedures.KIR10 Actively engage in group reading activities with purpose and understanding.KIR11 Actively engage in individual reading activities with purpose and understanding.

General ReadingKGR1 Follow words from left to right, top to bottom, and page by page.KGR2 Read 15 minutes per night with a family member & keep a log of books read.

KGR3 Recognize that spoken words are represented in written language by specific sequences of lettersKGR4 Understand that words are separated by spaces in print.KGR5 At the completion of kindergarten, students must be able to read the following 90 sight words taken from the Dolch List: a, and, away, big, blue, can, come, down, find, for, funny, go, help, here, I, in, is, it, little, look, make, me, not, one, play, red, run, said, see, the, three, to, two, up, we, where, yellow, you, all, am, are, at, ate, be, black, brown, but, came, did, do, eat, four, get, good, have, he, into, like, must, new, no, now, on, our, out, please, pretty, ran, ride, saw, say, she, so, soon, that, there, they, this, too, under, want, was, well, went, what, white, who, will, with, yes

PhonicsKP1 Demonstrate understanding of spoken words, syllables, and soundsKP2 Recognize and produce rhyming wordsKP3 Relate sounds and lettersKP4 Count, pronounce, blend, and segment syllables in spoken words.KP5 Blend and segment onsets and rimes of single-syllable spoken wordsKP6 Blend and segment multi-syllable wordsKP7 Isolate and pronounce the initial, medial vowel, and final sounds in three phoneme (CVC) words.KP8 Add or substitute individual sounds in simple, one-syllable words to make new words.KP9 Know and apply above grade level phonics and word analysis skills in decoding words:

KP9a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonantKP9b Associate the long and short sounds with common spellings for the five major vowels.KP9c Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

KP10 Identify common words such as colors, numbers, names and places WritingKW1 Demonstrate proper use of pencils, pens, scissors, and pasteKW2 Use left to right and top to bottom directionality in writingKW3 Use a combination of drawing, dictating, and writing to compose opinion pieces as a response to literature 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…KW4 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.KW5 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.KW6 Use a combination of drawing, dictating and writing to persuade others of an idea including at least one reason for the need for change.

KW7 Using the writing process, work with both peers and the teachers to prewrite, draft, revise, proofread, and publish KW8 Explore the use of digital tools to produce and publish writing KW9 Participate in shared research and writing projects e.g. explore a number of books by a favorite author and express opinions about them.KW10 With guidance and support from adults, recall information from provided sources to answer a question.

Speaking and ListeningKSL1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups:

KSL1a Follow agreed-upon rules for discussions e.g. listening to others and taking turns speaking about the topics and texts under discussionKSL1b Continue a conversation through multiple exchangesKSL1c Listen attentively to respond to questionsKSL1d Follow multi-step directions

KSL2 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.KSL3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.KSL4 Describe familiar people, places, things, and events and, with prompting and support, provide additional details.KSL5 Add drawings or other visual displays to descriptions as desired to provide additional detail.KSL6 Speak audibly and express thoughts, feelings, and ideas clearly.KSL7 Recite days of the week, months of the year, full name, address, and telephone numberKSL8 Describe location (left, right, over, under), size, color, and shapes

GrammarKG1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:

KG1a Use frequently occurring nouns and verbsKG1b Form regular plural nouns by adding /s/ or /es/KG1c Understand and use question words e.g. who, what, where, when, why, howKG1d Use frequently occurring prepositions e.g. to, from, in, out, on, off, for, of, by, withKG1e Produce and expand complete sentences in shared language activities.

KG2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing:

KG2a Capitalize the first word in a sentence and the pronoun “I”.KG2b Recognize and name end punctuation.KG2c Write a letter or letters for all consonant and short-vowel soundsKG2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships

KG3 Determine or clarify the meaning of unknown synonyms and phrases based on grade appropriate reading and content:

KG3a Identify new meanings for familiar words and apply them accurately KG3b Use frequently occurring inflections and affixes e.g. –ed, -s, re-, un-, pre-, -ful, -less, as a clue to the meaning of an unknown word

KG4 With guidance and support from adults, explore word relationships and nuances in word meanings:

KG4a Sort common objects into categories to gain a sense of the concepts the categories represent e.g. shapes, foodsKG4b Demonstrate understanding of frequently occurring verbs and adjecties by relating them to the opposites (antonyms)KG4c Distinguish shades of meaning among verbs describing the same general action by acting out the meanings e.g. walk, march, strut, prance.

KG5 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

SpellingKS1 Write and spell correctly, his first and last namesKS2 Draw pictures and/or use letters and phonetically spelled wordsKS3 Spell correctly the following words from the Dolch word list: a, and, at, for, go, I, in, is, it, look, me, no, ran, the, this, to, up, we, you, on, his, her, yes, will, what

HandwritingHWK.1Demonstrate competence in writing the correct form of each uppercase and lowercase letterHWK.2 Demonstrate competence in pencil grip and paper positionHWK.3 Demonstrate competence in writing from left-to-right and top-to-bottom on the pageHWK.4 Demonstrate competence in writing words legibly in D’Nealian printing, using correct letter formation, appropriate size and spacing.

MathematicsThe consistency of mathematical truths demonstrates the orderliness, precision, and consistency of God.MK1. Estimation

MK.1a. Use estimation language such as more, most, less, least, few, fewer, fewest, some, all, and noneMK.1b. Use estimation such as length, weight, numbers, and time

MK2. Number Sense and NumerationMK.2a. Count by 1’s to 100MK.2b. Count by 5’s to 100MK.2c. Count by 10’s to 100MK.2d. Count by 2’s to 100MK.2e. Count backward from 10MK.2f. Demonstrate one to one correspondence by counting objects up to 20MK.2g. Match numerals to sets of objects up to 20MK.2h. Demonstrate instant number recognition of sets of 5MK.2i. Recognize numerals through 20MK.2j. Write numeral symbols through 20

MK.2k. Recognize and use ordinal numbers to 10thMK.2l. Name, identify, and recognize the value of pennies, nickels, dimes, quarters, and dollar billsMK.2m. Count on by 1s to find the value of a group of coinsMK.2n.Trade and compare money amountsMK.2o. Add and subtract money amountsMK.2p. Identify a number between two given numbers and a number before and after a number inMK.2q. Numerals (0 through 10) or words zero through tenMK.2r. Identify odd and even numbersMK.2s. Write the number of tally marks to match the number of objects in a group

MK3. Whole Number Concepts and ComputationMK.3a. Compare sets of objects and describe which is more, less, or equal toMK.3b. Create number families up to 5MK.3c. Explore number families up to 10MK.3d. Add and subtract whole numbers using up to 10 concrete itemsMK.3e. Recognize operational symbols (+, -, =)MK.3f. Explore the relationship between addition and subtractionMK.3g. Explore 10s and 1s places using manipulatives and picturesMK.3h. Write how many 10s and 1s.MK.3i. Complete number sentences using a missing addendMK.3j. Solve addition and subtraction word problem with the sum of 10.

MK4. Geometry and Spatial SenseMK.4a. Recognize and name geometric figures: triangle, square, rectangle, circle, oval, trapezoid, and diamond combine geometric shapes to form shapes or objectsMK.4b.use words such as above, below, on, under, in, behind, in front of, out of, between, top,MK.4c.Bottom, left, right, inside, and outsideMK.4d.Identify a parallelogram and ellipseMK.4e. Explore the properties of geometry using tangramsMK.4f.Recognize and name corner anglesMK.4g. Recognize and name cylinder, cone, sphere, cube, and rectangular prism

MK5. MeasurementMK.5a. Apply the words today, yesterday, and tomorrow to the passage of timeMK.5b. Experience the measurement of time as it relates to scheduled activitiesMK.5c. Compare attributes of lengthMK.5d. Tell time by the hourMK.5e. Identify instruments used to measure length, height, capacity, weight, time, perimeter, and temperatureMK.5f. Measure length in inches

MK6. Statistics and ProbabilityMK.6a. Describe the possible combination of a given number of objectsMK.6b. Use graphs to organize, interpret, and compare dataMK.6c. Create and interpret real, pictorial, and symbolic graphsMK.6d. Sort and categorize objects by identifying attributes and making generalizations

MK.6e. Understand the probability of an event occurring through the use of games and manipulative

MK7. FractionsMK.7a. Explore the concept of equal parts of a whole and of a setMK.7b. Recognize one-half as part of a wholeMK.7c. Recognize one-fourth as part of a whole

MK8. Patterns and RelationshipsMK.8a. Recognize, copy, predict, extend, create, and describe simple patternsMK.8b. Recognize patterns in numbersMK.8c. Translate patterns from one form to another

Social StudiesHistorical UnderstandingGod has directed that written records be kept so we will know history. "This is what the LORD, the God of Israel, says: “Write in a book all the words I have spoken to you.” Jeremiah 30:2SSKH1 The student will identify the purpose of national holidays and describe the people or events celebrated.

SSKH1a. Labor Day, Columbus Day (Christopher Columbus), and Veterans DaySSKH1b. Thanksgiving Day and ChristmasSSKH1c. Martin Luther King, Jr. Day and Presidents Day (George Washington, Abraham Lincoln, and the current President)SSKH1d. EasterSSKH1e. Memorial Day, Flag Day, and Independence Day

SSKH2 The student will identify important American symbols and explain their meaning.SSKH2a. The national and state flags (United States and Georgia flags), the bald eagle, and The Statue of LibertySSKH2b. Lincoln Memorial, Washington Monument, and White HouseSSKH2c. Pledge of Allegiance, Star Spangled Banner, and the Christian FlagSSKH2d. Ten Commandments, the Nativity, and the Crucifixion

SSKH3 The student will correctly use words and phrases related to chronology and time to explain how things change.

SSKH3a. Now, long agoSSKH3b. Before, afterSSKH3c. Morning, afternoon, nightSSKH3d. Today, tomorrow, yesterdaySSKH3e. First, last, nextSSKH3f. Day, week, month, yearSSKH3g. Past, present, future

SSKH4 The student will describe American culture by explaining diverse community and family celebrations and customs.

Geographic UnderstandingSSKG1 The student will explain that a map is a drawing of a place and a globe is a model of the Earth.

SSKG1a. Differentiate land and water features on simple maps and globes.

SSKG1b. Explain that maps and globes show a view from above.SSKG1c. Explain that maps and globes show features in a smaller size.

SSKG2 The student will state the street address, city, county, state, nation, and continent in which he or she lives.

Government/Civic UnderstandingsSSKCG1 The student will demonstrate an understanding of good citizenship.

SSKCG1a. Explain how rules are made and why.SSKCG1b. Explain why rules should be followed.

SSKCG2 The student will retell stories that illustrate positive character traits and will explain how the people in the stories show the qualities of honesty, patriotism, loyalty, courtesy, respect, truth, pride, self-control, moderation, and accomplishment.

Economic UnderstandingsSSKE1 The student will describe the work that people do (police officer, fire fighter, soldier, mail carrier, baker, farmer, doctor, and teacher).SSKE2 The student will explain that people earn income by exchanging their human resources (physical or mental work) for wages or salaries.

SSKE2a. Understand the importance of giving money back to the service of God.SSKE3 The student will explain how money is used to purchase goods and services.

SSKE3a. Distinguish goods from services.SSKE3b. Identify various forms of U.S. money (coins, currency).

SSKE4 The student will explain that people must make choices because they cannot have everything they want.

Civics and Christian ValuesSSKCV1 The student will demonstrate an understanding of good citizenship by practicing the following actions:

SSKCV1a Taking turns, sharing with classmates, identifying examples of rules and the consequences of breaking them, participating in classroom chores, taking care of his/her possessions, and respecting those of others

SSKCV2 The student will understand that Christians are part of God’s family in addition to being an American CitizenSSKCV3 The student will identify important Christian traits as seen in the Bible such as: honesty, faith, forgiveness, and obedienceSSKCV4 The student will know God’s two greatest commandments (as related by Jesus in the New Testament)

SSKCV4a. Love the Lord your God with all your heartSSKCV4b. Love your neighbor as yourself

Science

God preserves His creation so that it continues to function as He planned. “You alone are the Lord, You have made heaven, the heaven of heavens, with all their host, the earth and all things on it, the seas and all that is in them, and You preserve them all…” Nehemiah 9:6SKCS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

SKCS.1a. Raise questions about the world around you and be willing to seek answers to some of the questions by making careful observations (5 senses) and trying things out.

SKCS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

SKCS.2a. Use whole numbers for counting, identifying, and describing things and experiencesSKCS.2b. Make quantitative estimates of nonstandard measurements (blocks, counters) and check by measuring

SKCS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.

SKCS.3a. Use ordinary hand tools and instruments to construct, measure (for example: balance scales to determine heavy/light, weather data, nonstandard units for length), and look at objects (for example: magnifiers to look at rocks and soils).SKCS.3b. Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects. (For example: paper plate day and night sky models)

SKCS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

SKCS.4a. Use a model—such as a toy or a picture—to describe a feature of the primary thing.SKCS.4b. Describe changes in size, weight, color, or movement, and note which of their other qualities the same remains. (For example, playing “Follow the Leader” and noting the changes.)SKCS.4c. Compare very different sizes (large/small), ages (parent/baby), speeds (fast/slow), and weights (heavy/light) of both manmade and natural things.

SKCS5. Students will communicate scientific ideas and activities clearly.SKCS.5a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motionSKCS.5b. Begin to draw pictures that portray features of the thing being described

Nature of ScienceSKCS6. Students will understand the important features of the process of scientific inquiry.

Earth ScienceSKE1. Students will describe time patterns (such as day to night and night to day) and objects (such as sun, moon, stars) in the day and night sky.

SKE.1a. Describe changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day

SKE.1b. Classify objects according to those seen in the day sky and those seen in the night sky.SKE.1c. Recognize that God created the Sun to supply heat and light to Earth.SKE.1d. Understand that God created day and night by separating the dark from the light as referenced in Genesis 1:3-5. Sample Tasks: Describe changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day. Make a class timeline of things that happen during the day and things that happen during the night. For example, I get up in the morning and eat breakfast…I go to bed at night and sleep until the next day. Listen to a book about the day sky and/or night sky and draw pictures about the story. Observe the position of the sun at different times during the day. Draw and label things you would see in the day sky and things you would see in the night sky. Create a pictorial representation to show objects seen in the daytime, at nighttime, and seen both in the day and night sky.

SKE2. Students will describe the physical attributes of rocks and soils.

SKE.2a. Use senses to observe and group rocks by physical attributes such as large/small, heavy/light, smooth/rough, dark/light, etc.SKE.2b. Use senses to observe soils by physical attributes such as smell, texture, color, particle/grain size.SKE.2c. Recognize the materials God created for our Earth — soil, rocks, water, air, etc.SKE.2d. Become familiar with Psalm 18:2, “The Lord is my rock, my fortress, and my Savior; my God is my rock, in whom I find protection. He is my shield, the strength of my salvation, and my stronghold.” Sample Tasks: Use what you know to sort rocks into two or more groups and compare them according to their observable physical attributes (large/small, heavy/light, smooth/rough, dark/light, etc.). Challenge a classmate to figure out what physical attribute you chose to classify your groups of rocks. Put rocks and pebbles in order from largest to smallest and/or smallest to largest. Discuss how earth’s materials are used and where they are found.

Physical ScienceSKP1. Students will describe objects in terms of the materials they are made of and their physical properties.

SKP.1a. Compare and sort materials of different composition (common materials include clay, cloth, paper, plastic, etc.) and discuss the differences between man-made materials and God-made materials.SKP.1b. Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility). Sample Tasks: List your senses and how you use them: eyes to see, ears to hear, mouth to taste, fingers to feel, nose to smell. Compare, describe, and sort materials of different composition (common materials include clay, cloth, paper, plastic, etc.). For example, put all of the green pieces of clay together or the piece of cloth with flowers printed on it. Classify common materials (such as buttons or

swatches of cloth) according to their physical attributes. Graph numbers of items that have the same physical attributes (i.e. buttons with two holes, three holes, etc. or red cloth, green cloth, etc., versus those attributes). Use various containers to observe the “shape” of water. Use your senses of sight, taste and smell to sort various fruits and vegetables. Use your sense of hearing to sort objects that you drop into a box. Listen to hear bouncy objects, soft objects, hard objects, etc. Determine objects that float and objects that sink in water. Make a pictograph to show common objects that float and common objects that sink.

SKP2. Students will investigate different types of motion.SKP.2a. Sort objects into categories according to their motion. (straight, zigzag, round and round, back and forth, fast and slow, and motionless)SKP.2b. Push, pull, and roll common objects and describes their motions. Sample Tasks: Sort objects into categories according to their motion (straight, zigzag, round and round, back and forth, fast and slow, and motionless). For example, the chair does not move unless I push it, so it is motionless or still. The ball rolls in a straight line; the wheels on the bus go round and round, etc. Investigate the movement of spinning tops and the factors that affect the spinning. Draw the path of the top as it spins. Play “Follow the Leader” using different ways of moving.

SKP3. Students will observe and communicate effects of gravity on objects.SKP.3a. Recognize that some things, such as airplanes and birds, are in the sky, but return to earthSKP.3b. Recognize that the sun, moon, and stars are in the sky, but don’t come down.SKP.3c. Explain why a book does not fall down if it is placed on a table, but will fall down if it is dropped. Sample Tasks: Make a class pictograph of things that fall to the ground and things that don’t. Listen to stories about things that float in the air.

Life ScienceSKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes.

SKL.1a. Recognize the difference between living organisms and nonliving materials.SKL.1b. Group animals according to the observable features God gave them such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.)SKL.1c. Group plants according to the observable features God gave them such as appearance, size, etc. Sample Tasks: Explain the difference between living organisms and nonliving objects. Sort pictures or drawings into two columns—living and nonliving and explain your reasons for choosing the nonliving column or the living column. Tell how you know something is living and how you know something is nonliving. Some animals and plants are alike in the way they look and the things they do. Some animals and plants are very different from one another. Sort pictures and drawings of animals in various ways according to their observable

features. Choose two physical attributes to sort the pictures, such as appearance (These plants all have flowers), size (These are big animals and these are small animals), movement (Animals can hop, swim, walk, and run), resemblance to parent, where they live, etc. Group pictures and drawings of plants according to their observable features such as appearance, size, where they live, etc. Collect seeds. Describe them. Compare seeds according to their similarities and differences. Make a picture by gluing seeds in a pattern around the border of a drawing. Pour beans into a cup or container. As a class, count the beans in the cup. Pour the same beans into different containers and count them again.

SKL2. Students will compare the similarities and differences in groups of organisms.SKL2a. Explain the similarities and differences in animals. (color, size, appearance, etc.)SKL2b. Explain the similarities and differences in plants. (color, size, appearance, etc.)SKL2c. Recognize the similarities and differences between a parent and a baby.SKL2d. Match pictures of animal parents and their offspring explaining your reasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.)SKL2e. Recognize that you are similar and different from other students. (senses, appearance)Teacher note: Be sensitive to the fact that some children have parents who are not their biological parents.SKL2f. Explain that God made everyone in His own image referencing Psalm 139:14, “I will give thanks to You for I am fearfully and wonderfully made.” Sample Tasks: Compile a class book of drawings and/or pictures of common animals such as dogs, cats, fish, birds, etc. Example: If the class book is about dogs, it would show that there are many different breeds, sizes, and colors of dogs. Group pictures of animals showing their similarities and differences (color, sounds they make, size, appearance, etc.). Write and include drawings in a “Me” book to discover how you are an individual—size, features, names, where you live, parents, etc. Compile a class book of drawings and/or pictures of plants such as grass, trees, flowers, fruits and vegetables. Example: If the class book is about plants we eat, it would show that there are many different sizes, colors, shapes of plants that are food. Sort various fruits and vegetable using your senses; how they taste, how they smell, how they look, and how they feel. Group pictures of plants and/or flowers and plants. Use your senses to compare them. Smell them, taste foods that are plants, compare the colors, count petals, etc. Collect different leaves. Sort the leaves into groups according to size, color, shape, etc. Explain how even though the leaves came from a tree, there are different kinds of leaves. Match pictures of animal parents and their offspring explaining the observable features that helped you know what to match (Example: dog and puppy; cat and kitten; cow and calf; duck and duckling, etc). Explain how you can tell the difference between a parent and a baby. Make a collage of pictures and/or drawings of parents and their babies.

Health

Our bodies are Gods, and are to be used by and for Him. “Therefore, whether you eat or drink, or whatever you do, do all to the glory of God.” 1 Corinthians 10:31HEK1. Safety Rules

HEK.1a. Understand that God gave them their bodies and they need to take care of them.HEK.1b. Recognize following rules are made to keep them safeHEK.1c. Know safe practices that should be followed in the home, school, and community.

HEK2. Personal CareHEK.2a. Understand that God loves them and it is important to respect personal health practices that help them stay healthyHEK.2b. Know to wear appropriate clothing form inclement weatherHEK.2c. Learn how to brush teeth, comb hair, and bathe to take care of their body

HEK3. Disease PreventionHEK.3a. Understand dirt contains germs that can make them sickHEK.3b. Know that it is important to always wash their hands before they eat, after playing outside and after using the restroom.HEK.3c. Understand that germs are sprayed into the air every time someone coughs or sneezesHEK.3d. Recognize that germs can enter our body every time they put their fingers in their mouths, or rub their eyes or nose.HEK.3e. Identify health practices that should be followed to help prevent sickness

HEK4. Health and NutritionHEK.4a. Recognize the connection between health and foodHEK.4b. Know that God is their creator and they were fearfully and wonderfully madeHEK.4c. Understand that every part of the body needs water to do its workHEK.4d. Understand running and playing helps their bodies to grow strong and healthyHEK.4e. Understand that sleep keeps their bodies from getting too tired and it gives their body time to growHEK.4f. Understand that God provides many healthy foods to eatHEK.4g. Know that breakfast is the most important meal of the day

Bible GenesisBK.1 Know that God created the world just by the His word, and know what was created on the first, second and third day. Genesis 1:1-13BK.2 That God made everything just by His Word. They will review the first three days of Creation and learn what God made on the fourth through the sixth days of Creation. Genesis 1:14-2:1BK.3 Recall the account of Adam and Eve’s fall into sin. They will understand that all people are sinful and need Jesus. Genesis 2:15-3:24BK.4 Know the story of Isaac’s birth and realize that every baby (including themselves) is special to God and part of His marvelous plan. Genesis 15:1-16; 21:1-7BK.5 Learn the story of Joseph. They will realize that God was with him and had a plan for him even in terrible circumstances. They will realize that God has a plan for their life. Genesis 37; 39-45

ExodusBK.6 The story of Moses from birth to the crossing of the Red Sea. They will understand that just as God was with Moses and had a plan for him, so He also has a plan for their lives. Exodus 2-14

JudgesBK.7 Know the story of Samson. They will know that their strength and help comes from the Lord. They will desire to do what God wants them to do. Judges 16:4-31

I Samuel and 2 SamuelBK.8 Recall the stories of the birth and call of Samuel and understand that they can serve the Lord. I Samuel 1:1-20; 31-19BK.9 That David served God faithfully in both small and large jobs and that he learned to love and trust God. They will understand that it is important to do their best with small jobs. I Samuel 16-17, 20:2 Samuel 2BK.10 The general story of David and Jonathan, they will understand that friends are kind to one another. The student will know that the way you get friends is by being kind, thoughtful and treating others the way you want to be treated. I Samuel 17:55-20:-42BK.11 Know the story of David and Goliath and that God can help them with the problems they face. I Samuel 17BK.12 Relate the story of how God took care of Mephibosheth and will learn ways they can be kind to other people. 2 Samuel 9:1-13

EstherBK.13 Know and understand the story of Esther. They will understand that God has a special plan for them and they should follow Him, no matter what comes their way. The book of Esther

DanielBK.14 Understand that Jesus is always with us, just like He was with Daniel, and we can always talk to Him. Daniel 6BK.15 Understand that we should walk in God’s ways, just like Shadrach, Meshach, and Abednego did. They will understand that God can take care of us no matter what our circumstances. They will learn Jesus is our best friend and we will learn what makes Him happy. Daniel 3

JonahBK.16 Details of the story of Jonah. They will understand the importance of obeying cheerfully with a good attitude. The Book of Jonah

PsalmBK.17 Know that David sang Praises to God and that He is worthy of our praise and worship. Psalm 138; 145; 150

Matthew, Mark, Luke, and John

BK.18 Know the story of the Birth and realize that every baby (including themselves) is special to God and part of His marvelous plan. Luke 1:5-25; 57-80BK.19 Paraphrase the story of Jesus calming the storm and realize that God will take care of them in difficult times. Mark 4:35-41BK.20 Understand the job of a shepherd, know that Jesus is the good shepherd and begin to understand that without Jesus, we are lost and helpless. Luke 15:3-7; John 10:1-18BK.21Know that God always keeps His promises and that they are to trust and obey Him. They will understand that they, too, should keep their word. Matthew 1:18-24; Luke 1:26-38BK.22 Recite the story of the angel’s announcement of the birth of Jesus and will know that, when they are afraid, God is right there with them-He will never leave them. They will also understand that it is important to obey immediately. Luke: 2:1-20BK.23 Know that God leads us and protect us just as He led the wise men and protected Jesus from harm. Matthew 2:1-12; Luke 2:21-40BK.24 Know they are special to Jesus and He loves them as much as He loves grown-ups. They will desire to return His love and be His child. Matthew 19:13-15; Mark 10:13-16, Luke 18:15-17BK.25 Retell the parable of the lost sheep. They will know they are precious to Jesus and He wants them to be His own. Matthew 18:10-14; Luke 15:1-7, 15:8-10BK.25 Be able to tell the story of Zacchaeus. They will know that Jesus loves us no matter what we have done and will appreciate that God forgives and changes us. Luke 19:1-10BK.27 Recount the story of the sower and the seed. They will know the Bible is God’s word and will desire to choose the right way to respond to His Word. Matthew 13:1-23; Mark 4:2-20; Luke 8:4-15BK.28 Know the story of the Good Samaritan. They will appreciate that it is important to be kind to all people, no matter where they are from, what color their skin, and what they look like and wear. Luke 10:25-37BK.29 Be able to retell the story of the ten lepers who came to Jesus. They will learn that it is important to be thankful, even if they are the only one. Luke 17:11-19BK.30 That when we have Jesus in our hearts, we are like His disciples and are His special friends. They will also realize that when we do wrong, we need to a ask forgiveness. Matthew 4:18-22, 26:14-16, 69-75; Luke 9:12-17BK.31 Know the general details of Jesus raising Lazarus from the dead. They will desire to be a friend like Jesus is a friend. John 11:1-44

BK.32 Learn to appreciate and give praise to Jesus as their King. They will recognize Jesus as a servant and learn the ways to think of others before themselves. They will gain an appreciation and practice for prayer. Luke 19:35-44, 22:17-20; John 13:1-20; Matthew 26:36-46BK.33 Learn practical ways to be a faithful friend. They will hear and become familiar with the plan of salvation and will be given opportunities to accept Christ as their Savior. Matthew 26:47-56; John 18:28-19:16; Luke 23:25-49, 24:1-10

ActsBK.34 Know the story of Peter’s miraculous release from prison and that God answers prayer. Acts 12:1-19BK.35 Know the story of Paul and Silas in jail and know that God is with them when they are in trouble. Acts 16:16-40

BK.36 Know the story of Paul and the shipwreck. They will understand that God is with us and helps us even in our fears. Acts 27:27-44; Matthew 14:22-23

Accessing Information/Reference/Computer SkillsThe student will -KAC.1a. explore the uses of the media center(picture books, audiovisual resources, and available technology) for core subject areas(reading, writing, mathematics, social studies, science, Bible)KAC.1b. utilize computer lab by exploring basic vocabulary and skills: log on, mouse basics, and basic tools.

Music

1 - Duration (Rhythm/Beat)K.GM.1.a respond to a steady beat through singing, moving and playing instrumentsK.GM.1.b identify and respond to contrasts in tempo (slow-fast)K.GM.1.c develop an awareness of long-short sounds2 - Pitch (Melody/Harmony)K.GM.2.a participate in group singing of rote songs

K.GM.2.b perform with increasing accuracy in pitch by singing developmentally appropriate songs

K.GM.2.c associate movement and graphic representations of sound with high and low pitches3 – Form

K.GM.3.a demonstrate an awareness of same, different and repeated patterns in melody, rhythm, text and sections of music

K.GM.3.b listen to and sing songs with VCVC form (ex. Hymns, carols)4 - TimbreK.GM.4.a distinguish between vocal and instrumental soundsK.GM.4.b identify sounds of selected classroom instruments (drum, autoharp, piano, guitar)K.GM.4.c explore various sounds using classroom instruments

K.GM.4.d demonstrate a developmentally appropriate vocal tone quality (head voice) when singing with a group or alone

5 - Expressive QualitiesK.GM.5.a identify and respond to contrasts of loud-soft in musicK.GM.5.b demonstrate growth in knowledge of music vocabulary appropriate to grade level6 – Style (Cultural/Time and Place)K.GM.6.a participate in song stories, singing games, chants, poems and musical dramatizationsK.GM.6.b explore music of various cultures and time periodsK.GM.6.c participates in songs which teach Bible stories and concepts.7 - Creative Skills

K.GM.7.a participate in adding simple vocal and percussive sounds to songs, poems and stories

K.GM.7.b explore creating new texts for familiar songsK.GM.7.c explore moving creatively to music8 - Music AppreciationK.GM.8.a sings along in a group with increasing confidenceK.GM.8.b demonstrates appropriate audience manners

K.GM.8.c shows appropriate appreciation and encouragement to other young musicians

K.SS.2.f. - identify traditionally patriotic and cultural symbols associated with the state of Georgia such as: flag, bird, tree, flower, song, Governorship; and, understand how these represent the state

K.SS.4.g. - knows ways in which people share family beliefs and values (oral traditions, literature, song, art, religion, community celebrations, food, language)

Physical EducationPEK1. FitnessThe student will:PEK.1a. Participate in developmentally appropriate health related fitness activities ( endurance, strength, flexibility)

PEK2. Movement CompetenciesThe student will:PEK.2a. Demonstrate/identify basic locomotor and non-locomotor movementsPEK.2b. Demonstrate ability to stop and start on signalPEK.2c. Demonstrate balance on various body partsPEK.2d. Explore throwing and catchingPEK.2e. Explore striking objects using hands, feet and implementsPEK.2f. Explore jumping and landing without losing balance

PEK3. Movement Concepts and PrinciplesThe student will:PEK.3a. Identify personal and general spacePEK.3b. Explore relationships of self to equipment and others

PEK4. Personal and Social ResponsibilityThe student will:PEK.4a. Demonstrate acceptable behaviors in a physical setting with reinforcement

Indicators of achievement for all objectives will be based on participation in activities. Level of achievement will vary according to grade level.

ArtVAK1. LinesThe student will:VAK.1a. Create a design using thick and thin linesVAK.1b. Create a drawing that shows movement by using curvy lines

VAK2. ShapeThe student will:VAK.2a. Create a design using geometric shapesVAK.2b. Create a design using free-form shapes

VAK.2c. Create a drawing of their house using geometric and free-form shapes

VAK3. ColorThe student will: VAK.3a. Create a color shape collage using one colorVAK.3b. Create a self-portrait that uses color to show emotionVAK.3c. Create a painting using primary colors

VAK4. Space and FormThe student will: VAK.4a. Create a landscape drawing with a horizontal lineVAK.4b. Create a four legged animal sculpture using clayVAK.4c. Introduction to 2-D and 3-D art VAK5. TextureThe student will:VAK.5a. Create a collage with textured materialsVAK.5b. Create a texture rubbing using crayonVAK.5c. Create textures on a sculptural form by drawing lines and pressing texture into clayVAK.5d. Create a basket by weaving raffia

VAK6. Pattern/BalanceThe student will:VAK.6a. Create a drawing showing patternsVAK.6b. Create a design with even balanceVAK.6c. Create an art piece showing symmetry