Transitional Kindergarten—Curriculum Map 2022-2023 Benchmark Ready to Advance

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9

All About Me Families and Communities Community Celebrations Animals Transportation Spring and Farms and Food Sources
Friends and Health Jobs and Fall and Winter Growing Unit 10
PT Conferences End of T2 Feb. 24
PT Conferences PT Conferences End of T1 Nov. 4 PT Conferences
Jan. 24-28 Things Insects and Ecology
Oct. 3-7 Oct. 3-7 Jan. 23-27
End of T3 June 1
Aug. 11 – Nov. 2 – Dec. 9 – Jan. 25– Feb. 24 – March 24– May 1 -
Sept. 6 – Oct. 3 Oct. 4 – Nov. 1
Sept. 2 Dec. 8 Jan. 24 Feb. 23 March 23 April 28 June 1
20 Days 20 Days
17 Days (20 Instructional - 0 (20 Instructional - 0 20 Days 20 Days 20 Days 20 Days 20 Days 23 Days
(10 Instructional, 7 Flex) Flex) (20 Instructional - 0 (20 Instructional - 0 (20 Instructional – 0 (20 Instructional - 0 (20 Instructional – 0 (20 Instructional, 3 Flex)
Flex) Flex) Flex) Flex) Flex) Flex)
Essential Essential Question: Essential Question: Essential Essential Question: Essential Essential Essential Question: Essential Essential Question:
Question: How do How do care for What makes a Question: How do How do we Question: How Question: How How do the seasons Question: How do How do we learn
we learn from one another? place a we stay safe and celebrate? are animals and why do we affect our lives? we meet our about the world
one another? community? healthy? alike? travel? needs? around us?

ELA: ELA: Letters: Mm, ELA: Letters: Ss, ELA: Letters: Ff, ELA: Letters: Pp, ELA: Letters: ELA: Letters: Ee, ELA: Letters: Gg, Jj, ELA: Letters: Zz, ELA: Letters: Qq
• Books carry Aa Tt, Ii, Nn Oo, Review previous Cc, Uu, Bb, Hh Rr, Dd, Ll Kk, Vv Yy, Ww, Xx • Match
messages • Book handling • Matching • Directionality • Match • Directionality • Match • Match uppercase and
letters
• Parts of a book uppercase and uppercase and
• Book handling skills uppercase and • Match uppercase • Parts of a lowercase
• Match lowercase lowercase
skills • Title, author, lowercase uppercase and and book • Capitalization
• Name letters in • Respond to text-
• Print carries illustrator letters uppercase and lowercase lowercase • Match and
own name dependent
meaning • Purpose of • Distinguish real lowercase • Use pictures for • Identify uppercase punctuation
questions
letters • Use text
• Name letters/numbers from make- supporting spaces and • Retell a familiar • Use text
• Distinguish evidence
recognition • Answer simple believe ideas between lowercase story from evidence to
between • Retell a familiar
• Words in print questions • Distinguish • Make simple words • Retell key memory support ideas
fiction and story from • Use pictures to
are separated about text between inferences • Directionality details • Respond to
non-fiction memory locate
by space using fiction and • Retell familiar • Parts of a • Relationships • Begin to make text-
• Retelling evidence
• Using illustrations non-fiction story book between inferences dependent
• Sequence of • Use graphics in
illustrations to • Orally describe • Text purpose events • Compare two • Retell key images and • Answer and ask questions
informational
activate prior details of • Story structure • Distinguish real stories details text questions about text to recall • Retell a familiar
knowledge illustrations from • Story sequence from make- • Poetry • Identify • Geographical key details key details story from
• Understand a text • Setting believe • Label characters concepts of • Pretend to read memory
relationship • Comment • Use illustrations • Word use informational • Relationships land a story or Writing: • Use pictures to
between about to retell • Role playing text between • Re-enact story informational text • Print letters, and locate
words and characters or • Compare • Characters images and events CVC words evidence
illustrations events stories Writing: text Writing: • Spell first name • Use graphics in
and events of
Writing: •Print letters, with letters
• Simple story • Copy teacher’s a story informational
numerals, familiar • Create 3-5
Writing: Writing: predictions model Shared Writing: • Use letter text to recall
• Draw slant lines words, CVC word sentences
• Develop fine • Picture walks Writing: • Record ideas strings to key details
• Practice correct words, or high read from left to
motor skills • Write letters and right
grip frequency words
• Compose • Begin to use • Draw lines and • Match labels information in represent • Choose words • Combine
sentences correct pencil Writing: scribbles • Use letter strings a chart writing and pictures in familiar HFW Writing:
and ideas grip • Scribble freely • Painting skills to represent • Create a • Record ideas pocket chart with CVC to • Combine
• Draw vertical • Copy labels on create simple familiar HFW with
orally • Draw round using correct writing word web and
and horizontal their own questions CVC to create
• Match labels shapes grip • Dictate a • Draw and information in
lines pictorials • Copy labels on simple
on charts • Compose • Hand-eye • Match labels sentence write a chart • Use a their own • Print letters, and
sentences and coordination • Draw pictures • Write using sentences • Provide edit or combination of pictorials CVC words
ideas orally • Write letters on a graphic scribbles revision drawing, • Use drawing, • Spell first name
• Match labels • Students match organizer • Write marks to suggestions to dictation, or dictating, or with letters
on charts labels represent own a class writing inventive writing writing to • Copy labels on
• Draw round and to express and narrate a single their own
name • Draw and
rectangular idea or opinion event and pictorials
write
shapes • Begin to draw, provide a
• Draws a picture sentences
dictate, or write in reaction to
from a familiar a journal what
story happened

High Frequency Words: I, like, the, is, it, a, my, see, can, look, go, to, we, and
Students will be exposed to 50 sight words throughout the school year, but will focus on focused exposure to the 14 listed above

Math: Math: Math: Math: Math: Math: Math: Math: Math: Math:
• Describe objects • Match objects • Extend a simple pattern • Recognize and name • Count orally from 1-10, • Sort objects, create • Decompose sums and • Understand passage of • Begin to identify names • Use concrete objects
• Compare and identify maintaining one-to- • Understand that objects triangle and heart increasing to 1-15, and sets, count objects number values for 2-8 time of coins to complete simple
objects that look the one correspondence can be measured • Draw shapes then 1-20 or higher in a set • Understand and use • Use real objects to • Decompose sums and subtraction problems
same, go together • Compare objects from • Identify rectangle and • Count and represent • Understand that six – • More or less, position words represent time number values for 2-8, • Copy teacher’s model
squares as having 4 sides, seven objects can be greater than or less • Understand use of demonstrating number and prints numerals 5,
• Compare areas and two groups five objects by • Attend to precision and
4 angles sense
sizes of objects • Sort objects by 1-2 numeral, 5, and the counted and than, or equal. picture, chart, bar look for and make use of 7
• Understand that four
represented by the • Use real shapes, • Weight • Print numerals 0-5 or
characteristics and tells word, five graph or pictograph structure
• Locate ordinal objects can be counted • Begin to copy teacher’s
why an object does not and represented by the • Create sets of 1-5 numeral, 6-7, and the names and describe • Count orally from 1- • Use concrete objects to higher, 1-10, noting
positions model and print
belong numeral, 4, and the word, objects word, six-seven shapes by their 10 or 1-20 or higher set up and solve simple that ten requires two
• Recognize repeating • Recognize and name attributes while repeating
numerals 6,8,9, 0 digits
• Understand that four • Use numerals 1-5 to addition problems
patterns in • Place objects in ordinal
• Sort shapes represent the total shape: hexagon and • “How many” in each numerals in correct • Identify “how many” • Use concrete models
environment numerals can be used positions, first, second,
• Decompose number number of objects diamond set sequence objects can be counted to respond to verbal
• Copy teacher’s model to represent quantities third, fourth, fifth
values, 2-4 counted in a set • Create and compare • Understand that • Create simple in a group or set word problems for
and places objects in • Understand the • Read a graph
• Understand simple • Count orally 1-5, numerals 1-7 eight-nine objects addition problems • Create sets of 1-8 adding and subtracting
horizontal row from numerals, 1-3, and the • Understand that ten
additive concepts
increasing to 10 and • Decompose sums and can be counted and and explain actions objects, counts to 1-5 objects
left to right word one-three, objects can be counted
• Use a tally system or
then 1-20 or higher number values 2-7 represented by when using 1-7 determine how many in • Count 1-20 or higher
represent 1-3 objects and represented by
picture graph • Whole and one-half numeral, 8-9 objects set, and matches • Compare sets for more
• Understand that the • Recognize and locate numeral, 10 and the
• Create picture • More than, greater • Create and compare • Express reasoning for number to represent the or less 1-10
positions word, ten
last number named representations of
• Recognize that the than, less or less than, sets that contain 1-8 solving simple total objects counted in • Compare sets that • Share or divide up to
when counting objects numbers 1-4 problems using
quantity of a set or same or equal • Recognize and name a set contain 1-10 objects 10 items equally
represents the total • Count and compare sets of objects to support
remains the same shape: octagon, • Identify sets that are and matches numerals • Ordinal positions, first,
number of objects in a 1-4 objects
discussion and
even when objects having 8 sides and 8 greater than, less than 1-10 second, third, fourth,
set • Understand the word,
compare quantities
angles or equal to in number • Count orally 1-10, 1-20 fifth
• Complete a simple TOTAL, represent all are aligned or
objects that can be random and arranged • Solve simple • Begin to identify names or higher, while • Answer “how many?”
pattern and identifies addition maintaining correct questions about as
counted in one set differently of coins, penny, nickel,
“What comes next?” sequence of numbers many as 10 things
• Subitize, or visually name • Decompose numerals dime, quarter, and
quantity of sets without dollar (not their values) • Decompose numeral • Print numerals
2- 5 values from 2-9
counting, using 1-4 objects
• More than or greater
than
Social Social Social Social Social Social Social Social Social Social
Emotional Emotional Emotional Emotional Emotional Emotional Emotional Emotional Emotional Emotional
Development Development Development Development Development Development Development Development Development Development

• Show self- control • Role-play ways to • Participate in making • Demonstrate ways • Use words in • Participate in a • Work cooperatively • Share information • Identify a solution • Identify fears and
• Transition into appropriately express group rules or rules for to develop and complete sentences collaborative with a partner, or ending in a story dangers related to
with a peer or in a
feelings and emotions daily routines
unfamiliar setting maintain warm to express feelings conversation providing small group, talking that resembles a insects
and show acts of • Apply rules in new, but
• Engage in activities similar situations
relationships with about specific • Follow agreed assistance to about a familiar topic personal • Use facial
kindness
and meets new • Understand that rules others events upon rules for a others • Describe emotions experience expressions to
• Show respect for
people and makes others and their apply to children and • Identify problems • Refer to self by first discussion • Allow friend or when it is cloudy and • Role-play how to demonstrate
new friends property by following adults for their and solves them and last name and • Name ways that partner to take the rainy outside show acts of understanding of
• Role-play ways to protection with less support identifies gender families work first turn kindness emotions
rules • Understand that
follow routines for • Initiate social • Role-play how to from an adult • Show positive together • Role-play ways to • Demonstrate self- • Use language to
negotiate and cooperate
he/she has choices
using or storing interactions and play
with a friend
• Communicate and feelings about their • Demonstrate how show empathy for • Ask questions about efficacy, knowing describe how it feels
classroom with others attempt multiple own gender, family, to assume simple others when they other children’s acceptable to help others when
• Use “trial and error”
materials • Make choices and ways to solve a race, culture, and leadership are upset or hurt boundaries, follow they are hurt
method and perseveres drawings, dictations
demonstrate
• Begin to to figure out a task or simple problem language responsibilities • Engage in or writing and makes rules with less • Express and
preferences problem
understand • Identify favorite • Demonstrate • Assume roles as collaborative positive comments prompting describe personal
• Use kind words in • Channel emotions safely
purpose rules and social situations games and confidence in classroom helper, conversation about • Participate in preferences using
by pulling self out of
consequences • Actively explore, using activity to relax and
activities initiating social completing a personal activities that age-appropriate
• Participate in curiosity to initiate and regroup • Regulate own interactions with assigned jobs and experience encourage self- correct grammar
multiple play engage in new • Communicate more than behavior with less adults and children acting like a • Work cooperatively motivation, and complete
activities experiences and one solution to a prompting • Demonstrate an confident leader on group project, cooperation, and sentences
• Follow daily activities, problem • With minimal age-appropriate • Work with others sharing roles and minimize
routines demonstrating more • Maintain eye contact prompting, follow understanding of to complete an responsibilities competition
confidence with speaker and listens
• Engage in attentively for age
routines for the differences in activity or project • Compliment the
• Compromise and
conversations adjust behavior for appropriate time periods cooperating with family celebrations and demonstrates effort and work of
about following different settings • Investigate areas of others and cultures persistence to others who ask or
rules for • Demonstrate how to interest while • Self-regulate and • Participate in role- complete task answer questions
cooperating with request to use and maintaining more focus follow rules, plays and act out • Begin to recognize and add positively
on task
others care for other people’s making age feelings and and solve to conversations
• Show empathy for
• Demonstrate property appropriate emotions problems for self
others when they are
independence by • Begin to show choices most of the • Begin to recognize and helps others
hurt or ill
taking care of reasonable opinions of time bullying
• Accept consequences for
own abilities and
personal actions and choices, • Demonstrate how to
limitations either positive or
belongings or • Demonstrate feelings
seek help from adult
negative
cleaning up of competence and if bullying occurs
• Generate ideas about
independence, by appropriate ways for
making I CAN handling conflicts
statements • Recognize bullying
• Show or demonstrates behaviors and role- plays
empathy how to seek assistance
from adult