WOODLAND The learner objectives listed in each subject area provide a

framework for classroom expectations. We recognize that

PRIMARY SCHOOL children learn in different ways at different paces. Your child’s
teacher will be able to differentiate instruction on the basis of
KINDERGARTEN CURRICULUM your child’s interests within the subject, readiness for learning
PROFILE and learning style. Teachers use a variety of methods for
assessing your child’s learning.

2022 – 2023 If you have questions about what is taught in your child’s
classroom, please contact the teacher, the principal or the
Mrs. Stacey Anderson Department of Teaching and Learning.
Principal, Primary School
Language Arts
Dr. Robert Machak Reading Development
Superintendent of Schools • Learn in a non-threatening, print rich environment
• Increase interest in reading by listening to stories
Steven Thomas, Ph.D. • Manipulate printed material appropriately by learning book
Assoc. Superintendent of Teaching and Learning handling skills
with Equity • Read common high-frequency words
• Recognize words patterns
• Predict events using content/pictures
• Retell story events in sequence
• Ask and answer questions about key details in a story
• Identify characters, setting and major events of a story
• Define role of the author and illustrator of a story
WOODLAND SCHOOL DISTRICT 50 Print Concepts
1105 N. HUNT CLUB ROAD • Understand the basic organization and basic features of print
GURNEE, IL 60031 • Follow words left to right, top to bottom, page by page
• Understand words are separated by spaces
• Name and identify all upper and lowercase letters of the
alphabet

Kindergarten 2022-2023
Language Arts (continued) Language Arts (continued)
Phonological Awareness • Demonstrate knowledge of conventions of writing
• Recognize and produce rhyming words • Capitalization at the beginning of a sentence and the pronoun I
• Count, pronounce, blend, and segment syllables in spoken • Recognize and name punctuation
words • Use spaces between words
• Sound out beginning, middle and end sounds of CVC words
Oral Language Development Kindergarten uses the following programs to teach Language Arts:
Participate appropriately in group discussions Fountas and Pinnell, Jolly Phonics, and Michael Heggerty.
• Speak clearly and express thoughts, feelings and ideas
clearly Mathematics
• Understand and use the questions words who, what, where, The Common Core State Standards for Mathematics consist of two
why and how types of standards:
• Produce and expand complete sentence in shared language 1. Standards for Mathematical Practice that span K-12
activities 2. Standards for Mathematical Content specific to each course
• Use a multi-sensory approach to build oral and written The Standards for Mathematical Practice rest on important
language ‘processes and proficiencies’ with longstanding importance in
Writing Development mathematics education. They describe the characteristics and habits
• Print upper and lowercase letters of mind that all students who are mathematically proficient should
• Utilize Jolly Phonics with multi-sensory approaches to teach be able to exhibit. The eight Standards for Mathematical Practice
phonics and spelling are:
• Use beginning, middle and end sounds in developmental 1. Make sense of problems and persevere in solving them
writing 2. Reason abstractly and quantitatively
• Use common high-frequency words in writing 3. Construct viable arguments and critique the reasoning of
others
• Develop skills to organize thoughts onto paper
4. Model with mathematics
• Use a combination of drawing, dictating and writing to
5. Use appropriate tools strategically
compose the following:
6. Attend to precision
• Opinion piece (share feeling about a book or favorite thing) 7. Look for and make use of structure
• Informative/Explanatory text (provide information about a 8. Look for and express regularity in repeated reasoning
topic) Counting and Cardinality
• Narrative piece (retelling events in order) • Count to 100 by ones and by tens
• Develop skill of journal writing
Mathematics (continued)

Kindergarten 2022-2023
 • Count to tell the number of objects with one-to-one • Analyze, compare, create, and compose two- and three-
correspondence dimensional
• Count forward beginning from a given number within the Kindergarten uses the following math programs: enVision Math 2.0
known sequence (instead of having to begin with 1) and Developing Number Concepts
• Write the numbers from 0-20. Represent a number of objects
with a written numeral 0-20 Science
• Understand the relationship between numbers and quantities Science education in Kindergarten involves scientific inquiry, which
• Count to answer “how many?” with up to 20 objects is open- ended and allows learners to develop a range of process
• Identify if the number of objects in a group is greater than, skills. Science is integrated with other subject areas so that
less than or equal to the number of objects in another group connections can be made between science and reading, writing,
• Compare two numbers between 1 and 10 presented as speaking and math. Curriculum is aligned to the Next Generation
written numerals Science Standards. (NGSS) Based on the Kindergarten Standards
Measurement and Data for Science the following topics will be covered throughout the year:
• Describe and compare measurable attributes • Weather and Climate
• Classify objects into given categories and count the number • Interdependent relationships
of objects • Force and Motion
• Operations and Algebraic Thinking
• Understand addition as putting together and adding to Social Studies
• Understand subtraction as taking apart and taking from Social Studies is integrated with other subject areas so that
• Fluently add and subtract within 5 connections can be made between social studies and reading,
writing, speaking and math. The following are the concepts that will
• Solve addition and subtraction word problems by using
be covered throughout the year.
drawings to represent the problem
Number and Operations • Show awareness of the relationships between people and
where they live and their effect on the environment.
• Compose and decompose numbers 11-19 to gain foundations
for place value • Explain how rules and laws protect us at home, school and in
Geometry the community
• Identify and describe shapes and identify them within the • Understand that each of us belongs to a family and that
environment families vary
• Describe objects in the environment using names of shape • Be exposed to contributions of historical people and
and describe the relative position of these objects using traditional events
terms such as above, below, besides, in front, behind, and • Become aware of the differences between needs and wants
next to • Compare the lives of people long ago and today
Mathematics (continued) Health

Kindergarten 2022-2023
 • Demonstrate procedures for positive communication and • Students will comply with the Woodland Acceptable Use
conflict resolution through good decision making (respecting Policy
other’s belongings) • Students will use the internet with guidance and oversight
• Identify positive verbal and nonverbal skills such as • Technology (continued)
knowing their feelings • Students will recognize the major parts of a computer system
• Recognize how choices can affect health (e.g. eating, (e.g., monitor, mouse, track pad, keyboard)
cleanliness, washing hands, and general health practices) • Students will know how to use the mouse (or track pad) to
Social Emotional - Second Step Program which teaches: access applications
• Skills for learning including listening, focusing and • Students will recognize symbols and common icons and be
Following directions and staying on task able to select them
• Empathy: Identification of feelings, caring and helping • Students will know how to navigate developmentally
• Emotional Management: Managing anger and calming down appropriate multimedia resources
strong feelings • Students will be exposed to different forms of technology
• Problem Solving: How to play with others (computers, laptops, Smart boards, iPods/iPads)
• Students will recognize that there are rules for using
Physical Education computers at school and at home
• Engage in active play using fine and gross motor skills
• Demonstrate spatial awareness for specific directions Music
• Move with balance and control Music instruction focuses on the four Illinois Music Anchor
• Understand relationships of body parts with objects and Standards: creating, performing, responding, and connecting.
people Students in Kindergarten learn musical skills through hands-on/play-
• Demonstrate equipment safety rules and following directions based experiences and explore music from other cultures in the
in physical activity following units:
• Identify and engage in cardio-respiratory exercises such as Vocal Exploration: Identify and demonstrate four voices: Talk, Sing,
relays and aerobics Whisper, Shout. Explore and demonstrate a healthy and age
• Identify increased heart and breathing rates due to increased appropriate singing voice.
physical activity Echo: Demonstrate echo and call and response through singing,
• Demonstrate cooperative and respectful behavior during speaking, moving, and playing instruments. Students will understand
physical activity the differences between echo, call and response.
• Use eye-hand coordination to perform tasks

Technology
Music (continued)

Kindergarten 2022-2023
• Melody: Identify and demonstrate the concepts of high and
low pitches through singing, moving, and playing
instruments.
• Solfege: Create and perform simple songs using Sol and Mi.
• Beat: Experience, label, and perform a steady beat in duple
and triple meter with body percussion and instruments.
• Rhythm: Create and perform simple rhythms using rhythm
syllables (ta/ ti-ti) with body percussion and instruments.
• Tempo: Identify and demonstrate the concept of tempo (fast
and slow) through singing, moving, and playing instruments.
• Dynamics: Identify and demonstrate the concept of dynamics
(loud and quiet) through singing, moving, and playing
instruments.
• Timbre: Listen and identify same/different short melodies as
well as same/different timbres.
• Harmony/Texture: Identify and demonstrate the differences
in ensemble grouping, specifically unison, solo, and group.
• Melodic Contour: Identify and demonstrate melodic
direction of up/down/same.
• Movement: Demonstrate beat, rhythm, and melody through
locomotor and non-locomotor movement. Respond to
music’s expressive qualities through movement. Experience
music circle games and simple dances.

Kindergarten 2022-2023