2
HORIZONTAL MAPPING PROJECT
Mission Statement
We are school district that prioritizes the ability to invest in our student’s future by ensuring that they are ready
for any opportunity that arises for them. To ensure that this occurs, we will teach out students to collaborate
with one another, become effective communicators, have self-discipline to complete their work, think critically,
and we will teach them to become well rounded citizens.
3
HORIZONTAL MAPPING PROJECT
Week 1
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
1 VA SOL
Communication
K.1 a-j –
Building oral
communication
skills
VA SOL Number
and Number Sense
K.1 a-b
VA SOL Earth
and Space
Systems K.9
a-c
VA SOL
Civics K.11 c-
d
ELA & SS:
Teacher will read
the book Our
Pledge, Our
Promise: The
Pledge of
Allegiance
Explained
2
3
4
5
Week 2
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
6 ELA & SS:
Students using
words to express
sharing and being
a good citizen.
7
8
9
10 VA SOL
Measurement and
Geometry K.7
Week 3
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
11 VA SOL
Reading K.3 a-
g
VA SOL
Matter K.3 a-d
VA SOL Civics
K.11 a-b
SS & S: Students
having to push or
pull items during
their classroom
jobs.
ELA & SS:
Teacher reading
books that discuss
sharing and being
responsible
12
13
14
15
Week 4
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
16 ELA & SS:
Students can write
two sentences
about sharing.
17 VA SOL
Writing K.10
18
19 VA SOL Earth
and Space
4
HORIZONTAL MAPPING PROJECT
Systems K.8
20
Week 5
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
21 VA SOL Number
and Number Sense
K.2 a-b
VA SOL
Economics K.9
ELA & SS:
Students will
write about
making a choice
between toys.
22
23
24
25
Week 6
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
26 VA SOL
Living
Systems and
Processes K.7
ELA & S:
Students will read
stories about the
necessities for
living things to
survive.
27
28
29
30
Week 7
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
31 VA SOL
Reading K.4 a-
e
VA SOL
Geography K.6
ELA & SS:
Students will
complete
worksheets of
maps.
32 VA SOL Math K.6
Computation and
Estimation
33
34
35
Week 8
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
36 VA SOL
Living
Systems and
ELA & S: The
teacher reads
book about living
5
HORIZONTAL MAPPING PROJECT
Processes K.6 and nonliving
things.
S & M: Living
and nonliving
things are
incorporated in
math worksheets
37
38
39
40
Week 9
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
41 VA SOL Number
and Number Sense
K.3
VA SOL
Geography K.7
ELA & SS:
Students will read
and watch videos
on different parts
of the word and
how their climate
affects how they
live.
42
43
44
45
Week 10
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
46 VA SOL
Reading K.5
SS & S: Discuss
how people can
recycle many
things clothing
and reduce waste
by walking
instead of driving.
47 VA SOL Earth
Resources
K.11
48
49
50
Week 11
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
51 SS & S: make the
connection
between jobs and
recycling.
ELA & SS:
Reading picture
books about jobs
52 VA SOL
Measurement and
Geometry K.10 a-b
VA SOL
Economics K.8
53
54
55
6
HORIZONTAL MAPPING PROJECT
such as police,
fire fighter,
construction,
teacher, etc.
Week 12
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
56 VA SOL
Measurement and
Geometry K.10 c
ELA & M:
Students will read
books about
different shapes.
57 VA SOL
Reading K.6
58
59
60
Week 13
DAY ENGISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
61 VA SOL
Matter K.4
ELA/S/SS:
Reading and
discussing stories
about the uses of
water and being a
good citizen.
62
63
64 VA SOL
Measurement and
Geometry K.9
VA SOL Civics
K.10 a-g –
Becoming a
Good Citizen
65
Week 14
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
66 ELA/S/SS:
Reading and
discussing stories
about the uses of
water and being a
good citizen.
67
68
69
70
Week 15
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
71
72
7
HORIZONTAL MAPPING PROJECT
73 VA SOL Patterns,
Functions, and
Algebra K.12
74
75
Week 16
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
81 VA SOL
Reading K.7
VA SOL
Living
Systems and
Processes K.5
VA SOL
History K.3
82
83
84
85
Week 17
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
86 VA SOL
Reading K.8
VA SOL Patterns,
Functions, and
Algebra K.13
87
88
89
90
Week 18
DAY ENGLISH MATHEMATICS SCIENCE SOCIAL
STUDIES
Integration
Possibilities
86
87
88
89
90
8
Curriculum Project
Legend
A Art
CI Community involvement activity (collaboration)
CC Collaboration with colleagues
CE Character education
CL Cultural literacy and diversity
CM Communication
CT Critical thinking
D Dramatic Arts
DA Differentiation/diversity/accommodation
E English
EC Economics
EVAL Evaluation (assessment)
GA Group activity
L Literacy
LI Listening
LS Life skills
HE Health
HS Home/school connection (collaboration)
HW Homework
M Math
MA Manipulative activity
MU Music
OL Oral language/presentations (public speaking)
PE Physical education/movement
PS Problem solving
R Reading
S Science
SE Sensory
SP Spelling
SS Social Science and History
9
Curriculum Project
T Technology
W Writing
10
Curriculum Project
Curriculum Planning Charts
Week # 3 – Day # 11
Character Education: Respect
English/Language Arts
Standard: VA SOL Reading
K.3 a-g
Blend various phonemes to
develop phonological and
phonemic awareness.
Math
Standard: VA SOL
Measurement and Geometry
K.7
Identifying the coins of our
US currency
Science
Standard: VA SOL Matter
K.3 a-d
Physical properties of
objects
Social Studies/History
Standard: VA SOL Civics
K.11 a-b
Recognizing and learning
the meaning of the American
flag and Pledge of
Allegiance
Fine Arts, Health,
and PE/
Movement
E/SS/R
The student’s teacher will
read the story Our pledge,
our promise: The pledge of
Allegiance explained that
will enhance their
knowledge of what the
Pledge is and why we say it.
M/T
Students will watch a video in
whole group that describes
what each coin means and how
much their worth.
https://www.youtube.com/watc
h?v=ggoM7PDM1Ws
M/T/GA/MA/A
Students will then participate
in math stations that will
include completing IXL codes,
coin coloring worksheets,
practicing buying items, and
small group station with their
teacher.
DA
Students who have IEP or 504
plans, will be grouped together
and have a paraprofessional
assist with their station work.
S/R
Students will read books on
their laptops or physical books
that discuss what physical
properties make up objects.
Digital books will be available
on Epic or Literacy Pro.
S/GA/MA/SE
Split into groups, students will
be given 4 random objects and
will be asked to identify 3
physical properties of each
object.
S/HW
At home, students will be
asked to find 3 objects at their
house and identify 3 physical
properties of each object.
SS/T
Students will watch a video
that will also reinforce their
knowledge on the Pledge of
Allegiance.
https://www.youtube.com/w
atch?v=hQ0C1aOpO4Q
SS/AB
Students will complete
coloring sheets that detail
the pledge of allegiance and
the American Flag.
https://www.teacherspayteac
hers.com/Product/Pledge-of-
Allegiance-Printable-Pre-k-
Kindergarten-Homeschool-
8659587?
st=e5706dcce58dd5e79ce9c
08655703e5c
Fine Arts:
Students will be
coloring worksheets
relevant to the
curriculum
11
Curriculum Project
Week # 5– Day # 21
Character Education: Respect
English/Language Arts
Standard: VA SOL Writing
K.10s
Writing and identifying
uppercase and lowercase
letters.
Math
Standard: VA SOL Number
and Number Sense K.2 a-b
Identifying and placing
groups of objects from
greatest to least.
Science
Standard: VA SOL Earth and
Space Systems K.8
Identifying the role our sun
plays and how it heats
objects and creates shadows.
Social Studies/History
Standard: VA SOL
Economics K.9
Making good choices with
options given.
Fine Arts, Health,
and PE/
Movement
12
Curriculum Project
E/GA/W/A
Students will begin to
recognize the difference
between uppercase and
lowercase letters. In stations,
students will work match the
uppercase and lowercase letter
cards, put magnetic letters in
alphabetical order on a baking
sheet, and complete coloring
sheets that have upper and
lowercase letters on them.
E/W
Students will write out the
alphabet in uppercase and
lowercase on writing paper.
M/GA/T/MA
Students, in a group, will
identify which group of objects
have more than the other. For
example, two piles of goldfish
will be placed on the table, and
they will have to count each
pile to see which pile has more
than the other.
S/T
Students will be shown a video
about our Sun and the role it
plays.
https://www.youtube.com/watc
h?v=vQSECrMIygg
S/MA/SE
Students will go outside on to
their playground, on a sunny
day, to see in person what the
sun does in regard to creating
shadows, heating objects that
are in direct sun. For example,
a slide in the direct sun will be
hotter than a slide in the shade.
SS/GA/MA/LS/EC
The teacher will ask if the
students ever had to make a
choice. For example, have they
ever had to choose between
playing with one toy or
another.
SS/MA/LS
The teacher will set up mini
simulation scenarios around
the classroom that will
reinforce their knowledge and
ability to make choices.
Health:
Students will make
choices that are
healthy during social
studies.
Movement:
Students will be
playing on the
playground while
working on the
science lesson.
Week # 7– Day # 32
Character Education: Responsibility
English/Language Arts
Standard: VA SOL Reading
K.4 a-e
Continue work on reading
printed materials and all
aspects of reading materials.
Math
Standard: VA SOL Math K.6
Computation and Estimation
Addition and subtraction
problems with answers
within the number 10.
Science
Standard: VA SOL Living
Systems and Processes K.7
Identifying that plants and
animals need food, water,
shelter to survive.
Social Studies/History
Standard: VA SOL
Geography K.6
Students learn how to use
and read maps.
Fine Arts, Health,
and PE/
Movement
13
Curriculum Project
E/S
Students will read and identify
the aspects of a printed reading
material. The book topics will
be about the necessities needed
for living organisms to survive.
Students will read My Life
Science Library Animal Needs
and identify their aspects as
well.
DA
Students who have reading
disabilities, IEP, or 504 plans,
will have access to digital
books on websites such as Epic
and Trueflix to help
accommodate those needs.
M/T
Students will watch videos
about adding and subtracting in
a whole group setting.
https://www.youtube.com/watc
h?v=7J1OkxuyLD0
https://www.youtube.com/watc
h?v=rPVdItitgIU
M/T/GA
Students will work in groups
for math stations. Stations will
include IXL codes, addition
and subtraction worksheets,
addition and subtraction
flashcards, and teacher led
small group.
E/S/T
Students will build off of the
Language Arts lesson and will
read more books about what
animals and plants need to
survive. Students will also
have access to digital read
aloud books as well.
S/GA/MA
Students will observe 2 plants
and see what happens when
one plant is given the
necessities to survive and what
happens to the plant that does
not receive its necessities.
SS/E/L
Students will read There’s a
Map on my Lap.
SS/GA/PS/CT/A
Students will take the
knowledge that they have
learned about maps and will
come together in a group to
create a map for their favorite
show.
Fine Arts:
Students will create
their own map using
art supplies.
Week # 7– Day # 35
Character Education:
English/Language Arts
Standard: VA SOL Reading
K.4 a-e
Continue work on reading
printed materials and all
aspects of reading materials.
Math
Standard: VA SOL Math K.6
Computation and Estimation
Addition and subtraction
problems with answers
within the number 10.
Science
Standard: VA SOL Living
Systems and Processes K.7
Identifying that plants and
animals need food, water,
shelter to survive.
Social Studies/History
Standard: VA SOL
Geography K.6
Students learn how to use
and read maps.
Fine Arts, Health,
and PE/
Movement
14
Curriculum Project
E/L
Students will identify the
different aspects of printed
readings. The teacher will pass
out worksheets with a picture
of a book and it will ask
students to fill in blanks on
what each part is.
EVAL/E
Students will receive office
dividers and will be quizzed on
their knowledge.
DA
Students who require
accommodations such as read
aloud or small group testing,
will be pulled into a group to
meet those needs.
M/T/GA
Students will work in groups
for math stations. Stations will
include IXL codes, addition
and subtraction worksheets,
addition and subtraction
flashcards, and teacher led
small group. The students will
continue to build on these
skills by finishing IXL codes
that were not finished,
receiving new problems on the
flash cards.
S/GA/MA
Students will continue observe
2 plants and see what happens
when one plant is given the
necessities to survive and what
happens to the plant that does
not receive its necessities.
SS/GA/PS/CT/A
Students will take the
knowledge that they have
learned about maps and will
come together in a group to
create a map for their favorite
show. The students will
continue their map project.
Fine Arts:
Students creating an
artistic project.
Week # 9 – Day # 41
Character Education:
English/Language Arts
Standard: VA SOL Reading
K.4 a-e
Continue work on reading
printed materials and all
aspects of reading materials.
Math
Standard: VA SOL Math K.3
Number and Sense
Counting from 1 to 100.
Science
Standard: VA SOL Living
Systems and Processes K.7
Identifying that plants and
animals need food, water,
shelter to survive.
Social Studies/History
Standard: VA SOL
Geography K.6
Students learn how to use
and read maps.
Fine Arts, Health,
and PE/
Movement
15
Curriculum Project
EVAL/E
Students will receive office
dividers and will be tested on
their knowledge. This will
serve as an end of the nine
weeks test to see what their
understanding is.
DA
Students who require
accommodations such as read
aloud or small group testing,
will be pulled into a group to
meet those needs.
M/T
Students will listen to math
songs that help with students
counting to 100.
https://www.youtube.com/watc
h?v=tIxk5NeiTck
https://www.youtube.com/watc
h?v=0TgLtF3PMOc
M/T/GA/CT
Students will work in math
groups and stations that include
IXL codes, games on ABCya,
worksheets, and intensive
small group with teacher.
S/OL
After the students observe the
2 plants, the teacher will call
on one student to say to the
class what happened to the
plant without the necessities to
life.
SS/GA/PS/CT/A/OL
Students will take the
knowledge that they have
learned about maps and will
come together in a group to
create a map for their favorite
show. The students will
continue their map project.
Once the map project is
finished, they will present them
to their classmates and describe
what it is a map of and what is
included in the map.
PE/Movement
Students can count
their footsteps on the
track to help them
count to 100.
Fine Arts:
Students creating an
artistic project.
Week # 9 – Day # 44
Character Education:
English/Language Arts
Standard: VA SOL Reading
K.4 a-e
Continue work on reading
printed materials and all
aspects of reading materials.
Math
Standard: VA SOL Number
and Number Sense K.3
Counting from 1 to 100.
Science
Standard: VA SOL Living
Systems and Processes K.6
Classifying and identifying
living and nonliving
organisms
Social Studies/History
Standard: VA SOL
Geography K.7
How location and climate
affect how different people
live.
Fine Arts, Health,
and PE/
Movement
16
Curriculum Project
E/CC
Students will start a
competition between the other
kindergarten classes to see who
can read the most books. This
will encourage more reading
and lead them to become better
readers.
E/A/CC/M
Teachers will keep a chart in
the classroom that tracks the
number of books read by each
classroom. Students will also
receive a book chart that will
track the number of books that
they have read as well.
DA
If the student has
accommodations for reading,
they will have different goals
such as minutes instead of full
books. Digital books can count
for those students as well.
M/EVAL
Students will gradually be
assessed on their ability to
count from 1 to 100. In the first
assessment, it will ask them to
fill in the missing numbers
from 1-50.
M/T/GA/CT
Students will continue to work
in math groups and stations
that include IXL codes, games
on ABCya, worksheets, and
intensive small group with
teacher. This allows them to
get ready for the next
assessment.
S/T/MU
Students will watch two videos
that describe the differences
between living and nonliving
things. One video will be a
regular educational video and
the second video will be a
song.
https://www.youtube.com/watc
h?v=HGJVrZ2-DVo
https://www.youtube.com/watc
h?v=LScD4x-kEbQ
S/HW
At home, students will be
asked to identify two living
things and two nonliving
things that they find at home
and will be asked to tell the
class what they are the next
day.
SS/CL/LI/S
The teacher will lead a
classroom discussion about
climates, how different parts of
the world are different, and
how people live in those areas.
For example, you can ask the
question if you lived in a
snowy area, would you wear a
warm coat or shorts.
SS/CT/A
Students will receive
worksheets that will have
pictures of characteristics of
climates, and they will be
asked to color which outfit is
appropriate.
Health:
Students get to select
which outfits are best
for people to survive
their climates.
Week # 10 – Day # 46
Character Education:
English/Language Arts
Standard: VA SOL Reading
K.5
Identifying common
signs/logs, information from
printed materials, explain
Math
Standard: VA SOL Number
and Number Sense K.3
Counting from 1-100
Science
Standard: VA SOL Living
Systems and Processes K.6
Classifying and identifying
living and nonliving
Social Studies/History
Standard: VA SOL
Geography K.7
How location and climate
affect how different people
Fine Arts, Health,
and PE/
Movement
17
Curriculum Project
their own writings and
drawings, and read
commonly used words and
names.
organisms live.
E/W/CM
Students will begin to write
their full names, first and last
name, and begin to recognize
their own name from the class
list.
M/T/GA/CT
Students will continue to work
in math groups and stations
that include IXL codes, games
on ABCya, worksheets, and
intensive small group with
teacher. This allows them to
get ready for the next
assessment.
M/EVAL
Students will gradually be
assessed on their ability to
count from 1 to 100. In the first
assessment, it will ask them to
fill in the missing numbers
from 50-100.
S/EVAL
Students will be given an
assessment that will require
them to identify the differences
between what a living and
nonliving thing is and circle
which thing is living and
nonliving from a row.
DA
To accommodate students who
have learning disabilities, the
students who require these
accommodations will be given
less questions, less answer
choices etc.
SS/CL/S
Students will be asked how
they live in their own climate.
How does it differ from other
climates and how would they
change to other climates.
SS/A
Students will draw themselves
living in different climates with
the four main seasons: spring,
summer, fall, and winter. The
students will draw themselves
in, for example, drawing
themselves at the beach etc.
Fine Arts:
Students drawing
themselves in
different climates.
Week # 10– Day # 47
Character Education:
English/Language Arts
Standard: VA SOL Reading
K.5
Identifying common
signs/logs, information from
Math
Standard: VA SOL Number
and Number Sense K.3
Counting from 1-100
Science
Standard: VA SOL Earth
Resources K.11
Reducing, reusing, and
Social Studies/History
Standard: VA SOL
Geography K.7
How location and climate
Fine Arts, Health,
and PE/
Movement
18
Curriculum Project
printed materials, explain
their own writings and
drawings, and read
commonly used words and
names.
recycling items. affect how different people
live.
E/W/CM
Students will be tasked with
writing 3 sentences on what
they do in the mornings before
they come to school. Once they
do this, they then will be asked
to discuss what they have
written.
E/A
After the students write their 3
sentences, they then will be
tasked with drawing and
coloring what their sentences
entail.
M/EVAL
Students will be given a 100s
chart that will have to fill in the
missing numbers. The students
will be assessed on their ability
to have the correct number and
the ability to correctly write the
numbers as well.
DA
The students who have IEPs
will receive different version of
the assessment that will have
less blanks than the others.
S/T
Students will watch a video
that describes what reducing,
reusing, and recycling is and
how it is beneficial.
https://www.youtube.com/watc
h?v=OasbYWF4_S8
S/CM/MA
After the video, the teacher
will lead an interactive
discussion and ask the students
what items or things an
example of can be reduce,
reuse, and/or recycle.
SS/EVAL
Students will be assessed on
their abilities to identify
different climates and the
characteristics of how they
survive in the climates.
PE/Movement
While outside during
recess, students can
discover ways that
we can reduce, reuse,
and recycle.
Week # 11– Day # 52
Character Education:
English/Language Arts
Standard: VA SOL Reading
K.5
Math
Standard: VA SOL
Measurement and Geometry
K.10 a-b
Science
Standard: VA SOL Earth
Resources K.11
Social Studies/History
Standard: VA SOL
Economics K.8
Matching description of
Fine Arts, Health,
and PE/
Movement
19
Curriculum Project
people’s jobs.
E/EVAL
The students will be assessed
on their abilities in the selected
SOL standard.
M/T
Students will watch videos in a
whole group setting that
describes what each shape is
and the size of the shape.
https://www.youtube.com/watc
h?v=GtnPKWERm7s
M/T/GA
After the video, students will
work through their math
stations which will include
worksheets, IXL codes,
matching flash cards, and
intensive group with their
teacher.
S/GA/CT/LS
Students, in groups, will use
magazines given by their
teacher and will cut and paste
pictures of things that can be
reduced, reused, and recycled.
The pictures will go into a
designated column on a piece
of construction paper that is
associated with reduce, reuse,
and recycle.
SS/E/R
Students will read books that
describe certain careers/jobs
such as police officer, chef,
construction worker, teacher,
etc.
SS/CM/D
Students will then get in front
of the class and explain what
they want to be when they
grow up. During this
presentation, the students will
also act out what they want to
be when they grow up.
Fine Arts:
Acting out what they
want to be when they
grow up.
Week # 12 – Day # 57
Character Education:
English/Language Arts
Standard: VA SOL Reading
K.6
Basic phonetic principles
that include uppercase and
lowercase letters, consonant
and short vowel, finger
Math
Standard: VA SOL
Measurement and Geometry
K.10 c
Describe if a shape/object is
above, below, or next to one
another.
Science
Standard: VA SOL Earth
Resources K.11
Social Studies/History
Standard: VA SOL
Economics K.8
Fine Arts, Health,
and PE/
Movement
20
Curriculum Project
pointing while reading,
consonant in one-syllable
words.
E/R
Students will continue to read
books according to their
reading level and practice
utilizing the finger technique
while reading their books.
E/T
During reading groups,
students will work on
worksheets, IXL, and other
various assignments that work
on establishing knowledge in
short vowels.
M/T
Students will watch a video
that helps explain what it
means when an object is either
above, below, or next to
another object.
https://www.youtube.com/watc
h?v=1aT612FSeT0
M/T/GA
Students will work through
worksheets and IXL codes to
help reinforce their knowledge
in this material.
S/EVAL
Students will complete an
assessment that will ask them
to color a picture a certain
color if it is meant to be
reduced, reused, or recycled.
For example, red can mean
reduce, blue can be reuse, and
green can mean recycle.
DA
Students who require
accommodations will receive
those accommodations such as
ELL accommodation, less
options, bigger print, etc.
SS/EVAL
Students will receive a cut and
paste style assessment that will
ask them to cut out pictures of
the career and glue it next the
appropriate career.
PE/Movement:
Students can move
around the classroom
look at objects that
are next to, above,
and/or below.
Week # 13 – Day # 64
Character Education: Respect
English/Language Arts
Standard: VA SOL Reading
K.6
Math
Standard: VA SOL
Measurement and Geometry
K.9
Comparing characteristics of
objects based on height,
Science
Standard: VA SOL Matter
K.4
The many uses and
functions of water.
Social Studies/History
Standard: VA SOL Civics
K.10 a-g – Becoming a
Good Citizen
Fine Arts, Health,
and PE/
Movement
21
Curriculum Project
weight, etc.
E/R
Students will continue to read
books according to their
reading level and practice
utilizing the finger technique
while reading their books.
E/T
During reading groups,
students will continue to work
on worksheets and other
various assignments that work
on establishing knowledge in
short vowels.
M/T/LI
Students will watch videos that
entail the details about
comparing objects based on
their characteristics such as
height and weight.
https://www.youtube.com/watc
h?v=ET5oKek4FLw
M/T/GA
Students will complete math
groups very similar to ones
described in earlier sections.
The groups will include IXL
codes, ABCya games,
worksheets.
S/R/LI
The teacher will read a book
that describes the uses and
purposes of water.
S/T
Students will then watch a
video that builds off the
knowledge learned from the
book.
https://www.youtube.com/watc
h?v=c-3KCzxEgek
SS/R/LI/L
Students will listen to read
aloud and physical books about
what it takes to be a good
citizen.
SS/D/GA
Students will act out what it
means to be a good citizen and
ways you can be a good
citizen. This will allow
students to see real life
examples and gain a better
understanding of what the
content means.
Fine Arts:
Acting out how to be
a good citizen.
Week # 13 – Day # 65
Character Education:
English/Language Arts
Standard: VA SOL Reading
K.6
Math
Standard: VA SOL
Measurement and Geometry
K.9
Science
Standard: VA SOL Matter
K.4
Social Studies/History
Standard: VA SOL Civics
K.10 a-g – Becoming a
Good Citizen
Fine Arts, Health,
and PE/
Movement
22
Curriculum Project
E/R
Students will continue to read
books according to their
reading level and practice
utilizing the finger technique
while reading their books.
E/T
During reading groups,
students will continue to work
on worksheets and other
various assignments that work
on establishing knowledge in
short vowels.
E/EVAL
During the ELA portion of the
class, the teacher will pull
students to her desk and ask
students to read books doing
the exercise taught in reading.
The teacher will evaluate how
their reading skills are and
their ability to pronounce the
words.
M/GA/MA
Students will go around the
classroom and compare
predetermined objects and
identify if one is heavier than
the other, which one is longer
than the other, which one is
taller than the other. This will
serve as a review for their
assessment.
M/EVAL
On a worksheet, students will
be asked to circle which item is
either longer, taller, shorter,
heavier, or lighter etc.
depending on what the
question is being asked. This
will be read aloud by the
teacher.
DA
A small group of students will
be pulled into another room by
the SPED teacher to ensure
that they can focus and that
IEP requirements are met.
S/MA
The teacher will have a plastic
Ziploc bag that has blocks of
ice in it. The teacher will put
this on the window to help
show the phases of water that
occur. This also ties into the
earlier content in how the sun
heats things up. Each day the
students will check in on the
bag and see if the water is at a
solid, liquid or gas state.
SS/LS/OL
Students will be asked to go in
front of the classroom, after a
quick review of being a good
citizen, and the teacher will
have the students describe one
thing that they did to be a good
citizen that day.
SS/EVAL
Students will receive a large
piece of construction paper and
a worksheet with pictures on it.
The pictures describe instances
of being a good citizen and not
being a good citizen. The
teacher will split the
construction paper into two
columns, good citizen, and bad
citizen, and have the students
cut and paste in the appropriate
column.
Week # 16 – Day # 81
Character Education:
English/Language Arts
Standard: VA SOL Reading
K.7
Math
Standard: VA SOL Patterns,
Functions, and Algebra K.12
Science
Standard: VA SOL Living
Systems and Processes K.5
Social Studies/History
Standard: VA SOL History
K.3
Fine Arts, Health,
and PE/
Movement
23
Curriculum Project
Meaning of words, nouns,
number words, words to
describe nouns.
Sort and classify objects on
one attribute.
The 5 senses Sequence past events and
changes overtime.
E/T/R
Students will watch videos that
detail what nouns are and read
book about nouns and verbs
called Nouns and Verbs have a
Field Day by Robin Pulver.
https://www.youtube.com/watc
h?v=n1pQWmMeRqE
E/T/W/SP
Students will work in reading
groups in which they work on
noun worksheets, verb
worksheets, IXL codes, and a
teacher led small group
activity.
M/GA/MA/T
Students will do independent
work in which asks them to
sort items based on their color.
The independent work will
include IXL and worksheets.
S/T/OL/L
Students will be shown a video
that describes the 5 senses and
then the teacher will lead a
discussion about the 5 senses
with the students.
https://www.youtube.com/watc
h?v=q1xNuU7gaAQ
S/W
After that, students will write a
sentence for each of the senses
that they encounter in the
classroom. For example, they
can write what the classroom
smells like.
SS/T
Students will watch a video
that describes how to recognize
things that were in the past,
how to sequence them, and
identify past, present, and
future.
https://www.youtube.com/watc
h?v=aMXgUJLFDQ0
SS/GA/MA
After the lesson and
discussion, students will then
receive a cut and paste activity
that requires them to identify
which pictures that are given
happen in the past, present, or
future. Once that is determined,
they then can paste it under the
correct category.
Week # 16 – Day # 82
Character Education:
English/Language Arts
Standard: VA SOL Reading
K.7
Math
Standard: VA SOL Patterns,
Functions, and Algebra K.12
Science
Standard: VA SOL Living
Systems and Processes K.5
Social Studies/History
Standard: VA SOL History
K.3
Fine Arts, Health,
and PE/
Movement
24
Curriculum Project
E/T/W/SP
Students will continue to work
in reading groups in which
they work on noun worksheets,
verb worksheets, IXL codes,
and a teacher led small group
activity. In the small group
activity, the teacher will have
the students spell out their
nouns on writing paper.
M/GA/MA/T
Students will continue to do
independent work in which
asks them to sort items based
on their color. The independent
work will include IXL and
worksheets.
S/HW
Students will go home and find
objects around their home and
associate them with each of the
5 senses. An example can be,
“my bed feels soft” or “my
dinner tasted really good” etc.
S/R
Begin focusing on individual
senses. Students will read Pete
the Cat and the Mysterious
Smell to dive deeper into smell
sense.
PE/Movement
During PE, they can
run around outside
and use the five
senses to describe the
outside.
Week # 16 – Day # 83
Character Education:
English/Language Arts
Standard: VA SOL Reading
K.7
Math
Standard: VA SOL Patterns,
Functions, and Algebra K.12
Science
Standard: VA SOL Living
Systems and Processes K.5
Social Studies/History
Standard: VA SOL History
K.3
Fine Arts, Health,
and PE/
Movement
25
Curriculum Project
Week # 17 – Day # 86
Character Education:
English/Language Arts
Standard: VA SOL Reading
K.8
Math
Standard: VA SOL Patterns,
Functions, and Algebra K.13
Science
Standard: VA SOL Living
Systems and Processes K.5
Social Studies/History
Standard: VA SOL History
K.3
Fine Arts, Health,
and PE/
Movement
26
Curriculum Project
Week # 17 – Day # 87
Character Education:
English/Language Arts
Standard: VA SOL Reading
K.8
Math
Standard: VA SOL Patterns,
Functions, and Algebra K.13
Science
Standard: VA SOL Living
Systems and Processes K.5
Social Studies/History
Standard: VA SOL History
K.3
Fine Arts, Health,
and PE/
Movement
27
Curriculum Project
Week # 17 – Day # 88
Character Education:
English/Language Arts
Standard: VA SOL Reading
K.8
Math
Standard: VA SOL Patterns,
Functions, and Algebra K.13
Science
Standard: VA SOL Living
Systems and Processes K.5
Social Studies/History
Standard: VA SOL History
K.3
Fine Arts, Health,
and PE/
Movement
28
Curriculum Project
Week # 18 – Day # 88
Character Education:
English/Language Arts
Standard: VA SOL Reading
K.8
Math
Standard: VA SOL Patterns,
Functions, and Algebra K.13
Science
Standard: VA SOL Living
Systems and Processes K.5
Social Studies/History
Standard: VA SOL History
K.3
Fine Arts, Health,
and PE/
Movement
29
Curriculum Project
E
Teacher will conduct review
activities that include, IXL
games and codes, ABCya,
rereading noun books, and any
other materials used
throughout the semester.
DA
For the students that required
extra remediation throughout
the school year, will be pulled
so they can receive their more
intimate remediation.
M
Teacher will conduct review
activities that include, IXL
games and codes, ABCya,
rereading books, and any other
materials used throughout the
semester.
DA
For the students that required
extra remediation throughout
the school year, will be pulled
so they can receive their more
intimate remediation.
S
Teacher will conduct review
activities that include, games,
rereading books, and any other
materials used throughout the
semester.
SS
Teacher will conduct review
activities that include, games,
rereading books, and any other
materials used throughout the
semester.
PE/Movement
Students can run in a
circle and when the
teacher says “freeze”
the teacher can call
on a student to
answer a question.
Week # 18 – Day # 89
Character Education:
English/Language Arts
Standard: VA SOL Reading
K.8
Math
Standard: VA SOL Patterns,
Functions, and Algebra K.13
Science
Standard: VA SOL Living
Systems and Processes K.5
Social Studies/History
Standard: VA SOL History
K.3
Fine Arts, Health,
and PE/
Movement
30
Curriculum Project
E/EVAL
Students will be evaluated on
aspects from the curriculum for
the entirety of the semester.
The teacher will conduct end
of semester PALs testing which
will assess what they have
learned for the semester and
can evaluate if they need
remediation for the upcoming
semester.
DA
Students will be pulled
individually to complete this
test. Each test will be read
aloud. To meet with any other
requirements, some test will be
given on a technological
device.
M/EVAL
Students will be assessed on
addition, subtraction, patterns,
classifying objects, and
counting from 1-100.
S/EVAL
Students will be assessed on all
of the SOL content that was
taught during the semester
which includes, phases of
water, necessities to life, the 5
senses, reduce/reuse/recycle,
and physical properties of
objects.
SS/EVAL
Students will be assessed on
the content learned from the
semester.
Fine Arts:
Students are able to
draw reducing,
reusing, and
recycling on a piece
of paper to show
them doing so.
31
Curriculum Project
Evidence of Curriculum Requirements
Mission Statement Integration
Day Best Examples from Curriculum Charts
21 SS/GA/MA/LS/EC
The teacher will ask if the students ever had to make a choice. For example, have they ever had to choose between playing with one toy
or another.
64 SS/D
Students will act out what it means to be a good citizen and ways you can be a good citizen. This will allow students to see real life
examples and gain a better understanding of what the content means.
65 SS/EVAL
Students will receive a large piece of construction paper and a worksheet with pictures on it. The pictures describe instances of being a
good citizen and not being a good citizen. The teacher will split the construction paper into two columns, good citizen, and bad citizen,
and have the students cut and paste in the appropriate column.
65 SS/LS/OL
Students will be asked to go in front of the classroom, after a quick review of being a good citizen, and the teacher will have the students
describe one thing that they did to be a good citizen that day.
21 SS/MA/LS
The teacher will set up mini simulation scenarios around the classroom that will reinforce their knowledge and ability to make choices.
Character Education Integration
Day Best Examples from Curriculum Charts
11 E/SS/R
The student’s teacher will read the story Our pledge, our promise: The pledge of Allegiance explained that will enhance their
knowledge of what the Pledge is and why we say it.
11 SS/T
Students will watch a video that will also reinforce their knowledge on the Pledge of Allegiance.
https://www.youtube.com/watch?v=hQ0C1aOpO4Q
33
Curriculum Project
Diversity & Accommodations
Day Best Examples from Curriculum Charts
11 DA
Students who have IEP or 504 plans, will be grouped together and have a paraprofessional assist with their station work
57 DA
Students who require accommodations will receive those accommodations such as ELL accommodation, less options, bigger print, etc.
65 DA
A small group of students will be pulled into another room by the SPED teacher to ensure that they can focus and that IEP requirements
are met.
46 DA
To accommodate students who have learning disabilities, the students who require these accommodations will be given less questions,
less answer choices etc
88 DA
For the students that required extra remediation throughout the school year, will be pulled so they can receive their more intimate
remediation.
Critical Thinking and Problem-Solving Activities
Day Best Examples from Curriculum Charts
32 SS/GA/PS/CT/A
Students will take the knowledge that they have learned about maps and will come together in a group to create a map for their favorite
show.
35 SS/GA/PS/CT/A
Students will take the knowledge that they have learned about maps and will come together in a group to create a map for their favorite
show. The students will continue their map project.
41 M/T/GA/CT
Students will work in math groups and stations that include IXL codes, games on ABCya, worksheets, and intensive small group with
teacher.
46 M/T/GA/CT
Students will continue to work in math groups and stations that include IXL codes, games on ABCya, worksheets, and intensive small
group with teacher. This allows them to get ready for the next assessment.
Active Learning Experiences
Day Best Examples from Curriculum Charts
34
Curriculum Project
44 SS/CL/LI/S
The teacher will lead a classroom discussion about climates, how different parts of the world are different, and how people live in those
areas. For example, you can ask the question if you lived in a snowy area, would you wear a warm coat or shorts.
47 S/CM/MA
After the video, the teacher will lead an interactive discussion and ask the students what items or things an example of can be reduce,
reuse, and/or recycle.
81 S/T/OL/L
Students will be shown a video that describes the 5 senses and then the teacher will lead a discussion about the 5 senses with the
students.
81 SS/GA/MA
After the lesson and discussion, students will then receive a cut and paste activity that requires them to identify which pictures that are
given happen in the past, present, or future. Once that is determined, they then can paste it under the correct category.
Technology Integration
Day Best Examples from Curriculum Charts
11 M/T/GA/MA/A
Students will then participate in math stations that will include completing IXL codes, coin coloring worksheets, practicing buying
items, and small group station with their teacher.
32 M/T/GA
Students will work in groups for math stations. Stations will include IXL codes, addition and subtraction worksheets, addition and
subtraction flashcards, and teacher led small group.
44 M/T/GA/CT
Students will continue to work in math groups and stations that include IXL codes, games on ABCya, worksheets, and intensive small
group with teacher. This allows them to get ready for the next assessment.
47 S/T
Students will watch a video that describes what reducing, reusing, and recycling is and how it is beneficial.
https://www.youtube.com/watch?v=OasbYWF4_S8
57 E/T
During reading groups, students will work on worksheets, IXL, and other various assignments that work on establishing knowledge in
short vowels.
35
Curriculum Project
Assessment
Day Best Examples from Curriculum Charts
41 EVAL/E
Students will receive office dividers and will be tested on their knowledge. This will serve as an end of the nine weeks test to see what
their understanding is.
44 M/EVAL
Students will gradually be assessed on their ability to count from 1 to 100. In the first assessment, it will ask them to fill in the missing
numbers from 1-50.
46 M/EVAL
Students will gradually be assessed on their ability to count from 1 to 100. In the first assessment, it will ask them to fill in the missing
numbers from 50-100.
57 S/EVAL
Students will complete an assessment that will ask them to color a picture a certain color if it is meant to be reduced, reused, or recycled.
For example, red can mean reduce, blue can be reuse, and green can mean recycle.
65 SS/EVAL
Students will receive a large piece of construction paper and a worksheet with pictures on it. The pictures describe instances of being a
good citizen and not being a good citizen. The teacher will split the construction paper into two columns, good citizen, and bad citizen,
and have the students cut and paste in the appropriate column.
Collaboration
Da
y
Best Examples from Curriculum Charts
21 E/GA/W/A
Students will begin to recognize the difference between uppercase and lowercase letters. In stations, students will work match the
uppercase and lowercase letter cards, put magnetic letters in alphabetical order on a baking sheet, and complete coloring sheets that have
upper and lowercase letters on them.
35 SS/GA/PS/CT/A
Students will take the knowledge that they have learned about maps and will come together in a group to create a map for their favorite
show. The students will continue their map project.
44 E/CC
Students will start a competition between the other kindergarten classes to see who can read the most books. This will encourage more
reading and lead them to become better readers.
44 E/A/CC/M
Teachers will keep a chart in the classroom that tracks the number of books read by each classroom. Students will also receive a book
36
Curriculum Project
chart that will track the number of books that they have read as well.
64 SS/D/GA
Students will act out what it means to be a good citizen and ways you can be a good citizen. This will allow students to see real life
examples and gain a better understanding of what the content means.
Fine Arts Integration
Day Best Examples from Curriculum Charts
41 SS/GA/PS/CT/A/OL
Students will take the knowledge that they have learned about maps and will come together in a group to create a map for their favorite
show. The students will continue their map project. Once the map project is finished, they will present them to their classmates and
describe what it is a map of and what is included in the map.
44 E/A/CC/M
Teachers will keep a chart in the classroom that tracks the number of books read by each classroom. Students will also receive a book
chart that will track the number of books that they have read as well.
47 E/A
After the students write their 3 sentences, they then will be tasked with drawing and coloring what their sentences entail.
64 SS/D/GA
Students will act out what it means to be a good citizen and ways you can be a good citizen. This will allow students to see real life
examples and gain a better understanding of what the content means.
32 SS/GA/PS/CT/A
Students will take the knowledge that they have learned about maps and will come together in a group to create a map for their favorite
show.
Health Integration
Day Best Examples from Curriculum Charts
21 Health:
Students will make choices that are healthy during social studies.
44 Health:
Students get to select which outfits are best for people to survive their climates.
37
Curriculum Project
PE and Movement Integration
Day Best Examples from Curriculum Charts
21 Movement:
Students will be playing on the playground while working on the science lesson.
41 PE/Movement
Students can count their footsteps on the track to help them count to 100.
47 PE/Movement
While outside during recess, students can discover ways that we can reduce, reuse, and recycle.
57 PE/Movement:
Students can move around the classroom look at objects that are next to, above, and/or below.
Integration Between Content Areas
Day Best Examples from Curriculum Charts
11 E/SS/R
The student’s teacher will read the story Our pledge, our promise: The pledge of Allegiance explained that will enhance their
knowledge of what the Pledge is and why we say it
32 SS/E/L
Students will read There’s a Map on my Lap.
44 SS/CL/LI/S
The teacher will lead a classroom discussion about climates, how different parts of the world are different, and how people live in those
areas. For example, you can ask the question if you lived in a snowy area, would you wear a warm coat or shorts.
65 E/R/SS
Students will continue to read books according to their reading level and practice utilizing the finger technique while reading their
books.
38
Curriculum Project
Resources
Learning Tools
Student assigned laptops.
Crayons
Headphones
Baking sheets
Magnetic letters
Construction paper
39
Curriculum Project
References
Standards of learning for English. Virginia Department of Education. (2017). Retrieved April 16, 2023, from
https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/english-reading-literacy/standards-of-
learning
Standards of learning. Virginia Department of Education. (2018). Retrieved April 16, 2023, from
https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/science/standards-of-learning
Standards of learning for Mathematics. Virginia Department of Education. (2016). Retrieved April 16, 2023, from
https://www.doe.virginia.gov/teaching-learning-assessment/instruction/mathematics/standards-of-learning-for-mathematics
Standards of learning for history & social science. Virginia Department of Education. (2015). Retrieved April 16, 2023, from
https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/history-and-social-science/standards-of-
learning
Wall, S., & Manly, G. (2020). Our pledge, our promise: The pledge of Allegiance explained. A Matter of Rhyme.
YouTube. (2020, April 3). Pledge of allegiance for children | preschool, homeschooling, kindergarten, grade school, puppets.
YouTube. https://www.youtube.com/watch?v=hQ0C1aOpO4Q
