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• Art
• General Music
• Health Education
• Information Literacy
• Mathematics
• Physical Education
• Reading
• Science & Engineering
• Social Studies
• Writing
A P A R E N T ’ S G U I D ET O
KindergartenIntegrated Curriculum
VISIONA high-quality education is the fundamental right of every child. All children will receive the respect, encouragement, and opportunities they need to build the knowledge, skills, and attitudes to be successful, contributing members of a global society.
Board of Education
Mr. Christopher S. BarclayPresident
Ms. Shirley BrandmanVice President
Ms. Laura Berthiaume
Dr. Judith R. Docca
Mr. Michael A. Durso
Mr. Philip Kauffman
Mrs. Patricia B. O’Neill
Mr. Alan XieStudent Member
School Administration
Dr. Joshua P. StarrSuperintendent of Schools
Mr. Larry A. BowersChief Operating Officer
Dr. Frieda K. LaceyDeputy Superintendent of Schools
850 Hungerford Drive Rockville, Maryland 20850 www.montgomeryschoolsmd.org
Kindergarten Integrated Curriculum • 1
ArtGOALS: Students will develop the knowledge and skills essential to creating, analyzing, and responding to art by— • identifying, describing, representing, and comparing com-
ponents of the environment in visual compositions; • identifying, selecting, and organizing the elements of art
and principles of design to create visual compositions using appropriate processes and materials; and
• generating a variety of responses to artwork, including transforming personal thoughts and feelings into visual compositions using the elements of art and principles of design.
General MusicGOALS: Students will develop the knowledge and skills essen-tial to creating, performing, and responding to music by— • organizing musical ideas and sounds creatively; • refining skills necessary to perform alone and in an
ensemble while learning to read and notate music; and • making aesthetic judgments through music analysis and
response.
Health EducationGOALS: Students will develop the knowledge and skills essential to developing behaviors and strategies that promote lifelong wellness by— • identifying and describing strategies to stay safe; • understanding accurate health information; and • making healthful decisions throughout their lives.
Information LiteracyGOALS: Students will develop the knowledge and skills essential to becoming lifelong learners who are information literate by— • locating and evaluating resources; • analyzing and synthesizing information to ethically com-
municate new understandings; and • following an inquiry process—analyzing information
needs, thinking critically, solving problems, and communi-cating effectively using literature and multimedia resources.
MathematicsGOALS: Students will develop the knowledge and skills essential to achieving mathematical proficiency by— • developing both conceptual understanding and proce-
dural fluency; • thinking and reasoning mathematically; and • using mathematics to solve problems in authentic contexts.
Physical EducationGOALS: Students will develop the knowledge and skills essential to becoming responsible citizens who are both physi-cally educated and health literate by— • setting and achieving personally challenging goals to dis-
play the skills and practices needed in physical activity; • applying higher order thinking skills to human movement; and • designing personal movement and fitness plans that sus-
tain a healthy lifestyle.
ReadingGOALS: Students will develop the knowledge and skills essential to becoming literate, thoughtful communicators, capable of controlling language effectively by— • strategically reading literary and informational
instructional-leveled texts with fluency, purpose, and comprehension;
• using skills and strategies widely as tools for learning and reflection; and
• understanding and appreciating language and literature as catalysts for deep thought and emotion.
Science & EngineeringGOALS: Students will develop the knowledge and skills essential to becoming literate in science, technology, and engineering by— • thinking critically, solving problems, and communicating
effectively; • tackling ever more challenging issues; and • seeking understanding to support solutions.
Social StudiesGOALS: Students will develop the knowledge and skills essential to developing a balanced and integrated understand-ing of systems of culture, economics, geography, and politics and the history of their development by— • applying concepts and knowledge of the past to problem-
solving real-world issues of the present; • critically examining human interactions and evaluating
their role as an effective citizen; and • communicating social studies concepts clearly in multiple
formats and putting theory into practice as a citizen.
WritingGOALS: Students will develop the knowledge and skills essential to becoming literate, thoughtful communicators, capable of controlling language effectively by— • composing narrative, informative/explanatory, and opin-
ion texts as tools for learning and reflection; • conducting research and writing projects for a range of
discipline-specific tasks, purposes, and audiences; and • evaluating relevant information from print and digital
sources and using a variety of digital tools to produce and publish writing.
Montgomery County Public Schools Pre-K–5 Instructional Programs
2 • Kindergarten Integrated Curriculum
Kindergarten Integrated CurriculumThe Elementary Integrated Curriculum (EIC) blends reading and mathematics instruction with lessons in science, social studies, music, art, information literacy, health education, and physical education in a way that spurs creativity and critical thinking skills. Students will receive robust instruction across all subjects in the early grades. The curriculum is built around developing students’ critical and creative thinking skills, as well as essential academic success skills, which will lead to college and career readiness in the 21st century.
In the Kindergarten Integrated Curriculum, critical and creative thinking skills as well as academic success skills are identified for each marking period. These skills are explicitly taught using concepts and topics identified by marking period in each content area and provide a focus for integration across content areas. This document provides an outline of these skills and the curriculum concepts and topics that are the focus of instruction for Kindergarten students by marking period.
Kindergarten Critical Thinking, Creative Thinking, and Academic Success Skills
Marking Period 1Analysis (critical thinking skill)—breaking down a whole into parts that may not be immediately obvious and examining the parts so that the structure of the whole is understood:
• Identify and describe attributes• Compare by identifying similarities and differences• Sort and classify into categories• Identify and describe patterns and the relationships
within patterns
Collaboration (academic success skill)—working effec-tively and respectfully to reach a group goal:
• Demonstrate active listening and empathy in com-municating with group members
• Solicit and respect multiple and diverse perspectives to broaden and deepen understanding
• Demonstrate teamwork by working productively with others
Marking Period 2Fluency (creative thinking skill)—generating multiple responses to a problem or an idea:
• Generate many ideas • Represent and describe ideas or solutions in a variety
of ways
Intellectual Risk Taking (academic success skill)—accept-ing uncertainty or challenging the norm to reach a goal:
• Adapt and make adjustments to meet challenges when seeking solutions
• Demonstrate willingness to accept uncertainty by sharing ideas, asking questions, or attempting novel tasks
Marking Period 3Synthesis (critical thinking skill)—putting parts together to build understanding of a whole concept or form a new or unique whole:
• Organize parts to form a new or unique whole
Effort/Motivation/Persistence (academic success skill)—working diligently and applying effective strategies to achieve a goal or solve a problem; continuing in the face of obstacles and competing pressures:
• Demonstrate strategies to achieve a goal or solve a problem
• Self-assess effectiveness of strategies and redirect efforts to achieve a goal or obtain a solution to a problem
Marking Period 4Originality (creative thinking skill)—creating ideas and solutions that are novel or unique to the individual, group, or situation:
• Create a new idea, process, or product using multiple and varied formats
• Plan and formulate a new, unique, or alternative solution to a problem or situation
• Transform an idea, process, or product into a new form
Metacognition (academic success skill)—knowing and being aware of one’s own thinking and having the ability to monitor and evaluate one’s own thinking:
• Examine one’s own thoughts and ideas to identify background knowledge
• Explain thinking processes
Kindergarten Integrated Curriculum • 3
Con
cept
s and
Top
ics
Stud
ents
Lea
rn in
Kin
derg
arte
nM
arki
ng P
erio
d 1
Ana
lysi
s and
Col
labo
rati
on
Gen
eral
Mus
ic•
Stea
dy b
eat
• D
iff er
ent m
eter
s•
Voca
l and
instr
umen
tal t
one
colo
rs•
Hig
h an
d lo
w/lo
ng a
nd sh
ort i
cons
Info
rmat
ion
Lite
racy
• Bo
rrowi
ng ro
utin
es an
d ru
les•
Book
selec
tion
and
care
• O
rgan
izatio
n of
libr
ary
med
ia ce
nter
• St
ory
elem
ents
• Q
uesti
onin
g str
ateg
ies
Mat
hem
atic
s•
Mat
h ro
utin
es•
Dire
ctio
nal a
nd p
ositi
onal
wor
ds•
Attr
ibut
es: s
ortin
g, e
xpla
inin
g th
e so
rtin
g ru
le•
Dat
a co
llect
ion:
bar
gra
phs,
pict
ogra
phs
• Re
peat
ing
patte
rns
• C
ount
ing
and
num
eral
s
Wri
ting
• W
orks
hop
rout
ines
• Id
eas a
nd d
evel
opm
ent
• O
rgan
izatio
n: b
egin
ning
, mid
dle,
end
• W
ord
choi
ce•
Con
vent
ions
(spa
cing
)•
Editi
ng (s
pelli
ng si
ght w
ords
)•
Pres
enta
tion
(sha
ring
wor
k)
Art
• Li
ne:
dire
ctio
n, m
ovem
ent
• Sh
ape:
ide
ntifi
catio
n, a
ttrib
utes
• C
olor
: id
entifi
cat
ion,
prim
ary,
seco
ndar
y,
mix
ing
Rea
din
g•
Lite
racy
Rou
tines
• Li
tera
ry T
ext:
story
elem
ents
• In
form
atio
nal T
ext:
pred
ictio
ns, q
uesti
ons,
conn
ectio
ns, r
ecal
l/ret
ell in
form
atio
n•
Voca
bula
ry•
Phon
ics,
wor
d re
cogn
ition
, rea
ding
fl ue
ncy
• H
andw
ritin
gSoci
al S
tud
ies
• C
lass
room
rout
ines
and
sche
dule
s•
Rig
hts a
nd re
spon
sibili
ties a
t sch
ool a
nd h
ome
• C
omm
on U
nite
d St
ates
sym
bols
and
prac
tices
• C
ontr
ibut
ions
of p
eopl
e to
the
Uni
ted
Stat
es
Scie
nce
& E
ngin
eeri
ng•
Wea
ther
obs
erva
tions
• W
eath
er a
ttrib
utes
and
pat
tern
s•
Seas
onal
cha
nges
Phy
sica
l Ed
ucat
ion
• Ro
utin
es a
nd p
erso
nal r
espo
nsib
ilitie
s•
Star
t/sto
p sig
nals
• Sp
atia
l aw
aren
ess (
gene
ral,
self
)•
Loco
mot
or sk
ills (
walk
, run
, hop
, jum
p, g
allop
)•
Non
-loco
mot
or sk
ills (
bend
, tw
ist, c
url,
stret
ch)
• Eff
ect
s of e
xerc
ise (h
eart
, lun
gs)
Hea
lth
Ed
ucat
ion
• Em
otio
ns•
Pers
onal
car
e•
Stre
et a
nd p
edes
tria
n sa
fety
• C
omm
unic
atio
n•
Illne
ss a
nd d
iseas
e pr
even
tion
• Em
erge
ncy
resp
onse
4 • Kindergarten Integrated Curriculum
Con
cept
s and
Top
ics
Stud
ents
Lea
rn in
Kin
derg
arte
nM
arki
ng P
erio
d 2
Inte
llect
ual R
isk
Taki
ngan
d Fl
uenc
y
Gen
eral
Mus
ic•
Stea
dy b
eat
• D
iff er
ent m
eter
s•
Voca
l and
instr
umen
tal t
one
colo
rs•
Hig
h an
d lo
w/lo
ng a
nd sh
ort i
cons
Info
rmat
ion
Lite
racy
• C
hara
cter
istic
s and
rela
tions
hips
am
ong
lib
rary
reso
urce
s•
Que
stion
ing
(inqu
iry) s
trat
egie
s bas
ed o
n
info
rmat
iona
l nee
d (w
ho, w
hat,
whe
re, w
hen,
why
, how
)•
Stra
tegi
es fo
r fi n
ding
and
reco
rdin
g an
swer
s to
q
uesti
ons
Mat
hem
atic
s•
Num
ber c
once
pts:
coun
ting
up to
20
obje
cts,
w
ritin
g nu
mer
als (
0–20
), co
untin
g to
100
by
1s
and
10s
• C
ompa
rison
of s
ets o
f obj
ects:
mor
e, le
ss/
fe
wer
, or e
qual
• Re
pres
enta
tion
of n
umbe
rs to
10
in a
var
iety
of w
ays
• O
rdin
al n
umbe
rs (fi
rst t
hrou
gh fi
fth)
Wri
ting
• Id
eas a
nd d
evelo
pmen
t (m
emor
ies, s
hort
storie
s)•
Org
aniza
tion:
beg
inni
ng, m
iddl
e, e
nd•
Wor
d ch
oice
(sen
sory
wor
ds)
• C
onve
ntio
ns (s
paci
ng)
• Ed
iting
(spe
lling
hig
h-fre
quen
cy w
ords
)•
Pres
enta
tion
(sha
ring
wor
k)
Rea
din
g•
Lite
racy
Rou
tines
• Li
tera
ry T
ext:
story
ele
men
ts, p
redi
ctio
ns,
rete
lling
, Jun
ior G
reat
Boo
ks sh
ared
inqu
iry•
Info
rmat
iona
l Tex
t: te
xt fe
atur
es, g
ener
atin
g qu
estio
ns, r
etel
ling
• Vo
cabu
lary
• Ph
onic
s, w
ord
reco
gniti
on, r
eadi
ng fl
uenc
y•
Han
dwrit
ing
Scie
nce
& E
ngin
eeri
ng•
Basic
nee
ds o
f pla
nts a
nd a
nim
als
• Li
fe c
ycle
s of p
lant
s and
ani
mal
s•
Com
paris
on b
etw
een
off sp
ring
and
pare
nts
Phy
sica
l Ed
ucat
ion
• Re
latio
nshi
ps w
ith b
ody
part
s (ro
und,
nar
row,
wid
e, a
nd tw
isted
)•
Rela
tions
hips
with
obj
ects
(insid
e/ou
tside
,
arou
nd, t
hrou
gh, u
nder
/ove
r, on
/off ,
acr
oss,
ne
ar/fa
r, an
d in
fron
t/beh
ind)
• C
atch
ing
self-
toss
ed o
bjec
ts in
self-
spac
e•
Th ro
win
g un
derh
and
Hea
lth
Ed
ucat
ion
• Fo
od g
roup
s (nu
triti
onal
val
ue)
• Em
otio
ns•
Food
and
ene
rgy
sour
ces
• Pe
rson
al c
are
• St
reet
and
ped
estr
ian
safe
ty
Soci
al S
tud
ies
• To
ols u
sed
to d
escr
ibe
Eart
h’s su
rface
(pic
ture
s, m
aps,
and
glob
es)
• H
uman
-mad
e an
d ph
ysic
al fe
atur
es u
sed
to
de
scrib
e Ea
rth’s
surfa
ce•
Hum
ans c
hang
e an
d ad
apt t
o th
e en
viro
nmen
t
Art
• Ta
ctile
ver
sus v
isual
text
ure
• Tw
o- a
nd th
ree-
dim
ensio
nal a
rt•
Cre
atin
g an
d id
entif
ying
pat
tern
s•
Rela
tions
hip
of o
bjec
ts in
a c
ompo
sitio
n
Kindergarten Integrated Curriculum • 5
Con
cept
s and
Top
ics
Stud
ents
Lea
rn in
Kin
derg
arte
nM
arki
ng P
erio
d 3
Eff o
rt/M
otiv
atio
n/Pe
rsis
tenc
ean
d Sy
nthe
sis
Gen
eral
Mus
ic•
Long
and
shor
t/lou
d an
d so
ft so
unds
• So
unds
on
a be
at (o
ne a
nd tw
o)•
Met
er a
nd m
ovem
ent
• Re
peat
ed se
ctio
ns in
mus
ic
Info
rmat
ion
Lite
racy
• Q
uesti
onin
g an
d ke
ywor
d (in
quiry
) str
ateg
ies
ba
sed
on in
form
atio
nal n
eed
• St
rate
gies
for fi
ndi
ng a
nd re
cord
ing
answ
ers t
o
que
stion
s•
How
and
why
to c
ite so
urce
s•
Lite
rary
text
(pro
blem
and
solu
tion,
poi
nt o
f
view
, mai
n id
ea, p
atte
rns a
nd re
latio
nshi
ps)
Mat
hem
atic
s•
Mea
sura
ble
attr
ibut
es•
Leng
th a
nd w
eigh
t: di
rect
com
paris
on,
no
nsta
ndar
d un
its•
2- a
nd 3
-dim
ensio
nal s
hape
s: at
trib
utes
,
com
parin
g•
Expl
orat
ion
of sh
apes
: com
posin
g an
d
deco
mpo
sing
• D
irect
iona
l and
pos
ition
al w
ords
: des
crib
ing
sh
apes
in th
e en
viro
nmen
t
Wri
ting
• N
arra
tive
writ
ing
• In
form
ativ
e/ex
plan
ator
y w
ritin
g•
Idea
s and
dev
elop
men
t (to
pic,
sens
ory
deta
ils)
• O
rgan
izatio
n (ta
ble
of c
onte
nts,
que
stion
s,
pict
ures
, lab
els,
revi
sions
)•
Wor
d ch
oice
(des
crip
tions
, det
ails)
• C
onve
ntio
ns (c
apita
l let
ters
)•
Pres
enta
tion
(sha
ring
wor
k)
Art
• D
raw
ing
from
obs
erva
tion
and
imag
inat
ion
• C
eram
ics
• Te
xtile
s and
pat
tern
s
Rea
din
g•
Lite
racy
Rou
tines
• Li
tera
ry T
ext:
story
ele
men
ts, p
redi
ctio
ns,
rete
lling
, Jun
ior G
reat
Boo
ks sh
ared
inqu
iry•
Info
rmat
iona
l Tex
t: te
xt fe
atur
es, g
ener
atin
g qu
estio
ns, r
etel
ling,
sequ
enci
ng•
Voca
bula
ry•
Phon
ics,
wor
d re
cogn
ition
, rea
ding
fl ue
ncy
• H
andw
ritin
gSoci
al S
tud
ies
• Si
tuat
ions
whe
re c
hoic
es a
re m
ade
• W
orke
rs a
nd th
e jo
bs th
ey d
o•
Goo
ds p
eopl
e m
ake
and
grow
• Re
sour
ces u
sed
to p
rodu
ce g
oods
and
pro
vide
serv
ices
• To
ols a
nd m
achi
nes u
sed
to w
ork
and
play
• W
ays t
o ob
tain
goo
ds a
nd se
rvic
es
Scie
nce
& E
ngin
eeri
ng•
Exte
rnal
feat
ures
of p
lant
s and
ani
mal
s use
d
for s
urvi
val
• Id
entifi
cat
ion
of lo
cal p
lant
s and
ani
mal
s•
Anim
al c
lass
ifi ca
tion
• C
ompa
rison
bet
wee
n pl
ants
and
anim
als,
in
clud
ing
hum
ans
Phy
sica
l Ed
ucat
ion
• Eff
ect
s of e
xerc
ise (h
eart
rate
)•
Activ
ities
to p
rom
ote
fi tne
ss (r
elat
ions
hip
be
twee
n nu
triti
on a
nd p
hysic
al a
ctiv
ity)
• Fu
ndam
enta
l jum
ping
and
land
ing
patte
rns
• St
atic
bal
ance
• W
eigh
t tra
nsfe
r (ha
nds a
nd fe
et to
trav
el,
ro
lling
sid
eway
s)
Hea
lth
Ed
ucat
ion
• D
iseas
e pr
even
tion
(cle
anlin
ess)
• C
hara
cter
trai
ts an
d pe
rson
al u
niqu
enes
s
6 • Kindergarten Integrated Curriculum
Con
cept
s and
Top
ics
Stud
ents
Lea
rn in
Kin
derg
arte
nM
arki
ng P
erio
d 4
Ori
gina
lity
and
Met
acog
niti
on
Gen
eral
Mus
ic•
Met
er th
roug
h m
ovem
ent
• St
eady
bea
t•
Hig
h an
d lo
w/lo
ng a
nd sh
ort s
ound
s•
Arra
ngin
g so
unds
• Si
ngin
g w
ithin
a li
mite
d ra
nge
Info
rmat
ion
Lite
racy
• Q
uesti
onin
g an
d ke
ywor
d (in
quiry
) str
ateg
ies
• St
rate
gies
for fi
ndi
ng, o
rgan
izing
, and
re
cord
ing
answ
ers t
o qu
estio
ns•
How
and
why
to c
ite so
urce
s•
Prod
uctio
n str
ateg
ies
• Li
tera
ry te
xt (t
ext t
o se
lf co
nnec
tions
, pro
blem
and
solu
tion,
them
es)
Mat
hem
atic
s•
Part
-who
le c
once
pt (t
hrou
gh 1
0)•
Qua
ntiti
es (j
oini
ng a
nd se
para
ting
thro
ugh
10)
• C
oins
and
val
ues (
penn
y, ni
ckel
, dim
e)•
Mon
ey a
mou
nts (
thro
ugh
19 c
ents)
• C
ount
ing:
forw
ard
from
a nu
mbe
r oth
er th
an 1
• G
roup
ing
quan
titie
s (11
–19)
into
10
ones
and
som
e ad
ditio
nal o
nes
Wri
ting
• N
arra
tive
writ
ing
• In
form
ativ
e/ex
plan
ator
y w
ritin
g•
Idea
s and
dev
elop
men
t (ga
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Kindergarten Integrated Curriculum • 7
Curriculum ResourcesFor more information about the Elementary Integrated Curriculum, including videos, the EIC framework, and other resources, see www.montgomeryschoolsmd.org/curriculum/integrated/
Art• National Art Educators Association, www.art
educators.org/. This dynamic community of practice is where visual arts teachers, scholars, researchers and professors, students, administrators, art museum educa-tors, and artists come together around a shared belief in the power of the arts in developing human poten-tial. Contact 1806 Robert Fulton Drive, Suite 300, Reston, VA 20191. Call 703-860-8000.
• Maryland Art Education Association, www.mdarted.org/index.html. The purpose of this organization is to encourage, strengthen, and promote the role of the visual arts in education.
• Artful Thinking, www.pz.harvard.edu/at/index.cfm. The goal of the Artful Thinking program is to help students develop thinking dispositions that support thoughtful learning—in the arts and across school subjects. The program is one of several at Project Zero linked by the theme “Visible Thinking.”
General Music• MENC, The National Association for Music Education,
www.menc.org/. Since 1907, MENC has worked to ensure that every student has access to a well-balanced, comprehensive, and high-quality program of music instruction taught by qualified teachers. Contact 1806 Robert Fulton Drive, Reston, VA 20191. Call 703-860-4000 or 800-336-3768.
• Why Music Education?, www.menc.org/resources/view/why-music-education-2007. This resource contains a collection of facts, figures, and quotes speaking to the inherent value of music education and its role in educa-tion and in life.
• Maryland Music Educators Association, www.mmeamaryland.org/. The mission of the Maryland Music Educators Association is to advance music education in Maryland schools.
• Classics for Kids, www.classicsforkids.com/. The Classics for Kids® lesson plans and teaching resources give parents practical, effective plans and activities that use classical music to help children learn and meet national and state standards.
Health Education• Montgomery County Public Schools Comprehensive
Health Education, www.montgomeryschoolsmd.org/curriculum/health/resources/. This link is part of the MCPS Comprehensive Health Education site. In addi-tion to this listing of web resources identified by units, key concepts, standards, and indicators can be accessed. Parents can learn more about the vision, goals, and instructional approach used to promote wellness and self-regulation.
How Parents Can HelpYou want your child to succeed in school and in life. There are many ways to encourage him or her to achieve. Following are some of the many ways you can help your child get the most out of school:
• Show interest in what your child is doing in school.
• Set high expectations for your child. Make it clear that school should be his or her first priority.
• Dedicate at least 15 minutes each day to talking with your child and reading with him or her.
• Provide a quiet place for your child to study.
• Help your child with his or her homework.
• Limit the amount of television your child watches and discuss what he or she sees on television.
• Monitor the amount of time your child spends playing video games or surfing the Internet.
• Volunteer to help with school activities and try to get other parents involved as well.
• Talk with your child’s teachers regularly about your child’s progress and what you can do to help him or her improve.
• Encourage your child to complete challenging work.
Adapted from A Parent’s Guide to Achievement Matters Most, Maryland State Department of Education.
8 • Kindergarten Integrated Curriculum
• National Institutes of Health, health.nih.gov/ and (National Institutes of Health) National Institute of Child Health and Human Development, www.nichd.nih.gov/health/topics. This site contains comprehensive lists of health and human development topics compiled by the Department of Health & Human Services. Also available on the sites are searchable lists of health pub-lications, links to health education projects, interactive student site links, and educational materials. Contact National Institutes of Health, 9000 Rockville Pike, Bethesda, MD 20892. Call 301-496-4000.
• Centers for Disease Control and Prevention (CDC), www.cdc.gov/tobacco/. This site provides credible health information fact sheets, resources, and links to interac-tive student websites such as information related to the health risks from tobacco product use. Contact Centers for Disease Control and Prevention, 1600 Clifton Road, Atlanta, GA 30333. Call 800-CDC-INFO (800-232-4636).
• KidsHealth, kidshealth.org/. This is an interactive site for parents, students, and educators with research-based information about the most common health education topics.
Information Literacy• American Association of School Librarians—Parents
page, www.ala.org/ala/mgrps/divs/aasl/aboutaasl/aaslcommunity/quicklinks/parents.cfm. This page contains many helpful links for parents.
• Montgomery County Public Schools School Library Media Programs, www.montgomeryschoolsmd.org/departments/media/programs/. This page contains many helpful links for parents.
• Montgomery County Public Schools Homework Resources, www.montgomeryschoolsmd.org/students/homework.aspx. This site contains subscription and general resources for parents and students.
• Commonsense Media, www.commonsensemedia.org/. This site is dedicated to improving the lives of kids and families by providing the trustworthy information, education, and independent voice they need to thrive in a world of media and technology.
• Boolify, www.boolify.org/index.php. This site makes it easier for students to understand their web search by illustrating the logic of their search, and by showing them how each change to their search instantly changes their results.
Mathematics• National Council of Teachers of Mathematics
Illuminations, illuminations.nctm.org/. This site pro-vides a comprehensive organization of math investiga-tions, lessons, tools, and resources. Call 703-620-9840.
• Helping Your Child Learn Math, www2.ed.gov/pubs/parents/Math/index.html. This resource provides math applications to real-life situations. The second edition of Helping Your Child Learn Math is for parents of chil-dren in kindergarten through fifth grade. It has been revised to include a variety of activities that will help children learn and apply mathematical concepts such as geometry, algebra, measurement, statistics, and prob-ability in a useful and fun way. All of the activities in this book relate math to everyday life and complement many of the math lessons that children are learning in school. Call 800-USA-LEARN.
• Common Core State Standards Initiative, www.corestan-dards.org/the-standards. The EIC is directly aligned with Common Core State Standards for Mathematics.
Physical Education• Montgomery County Public Schools Physical
Education, www.montgomeryschoolsmd.org/curriculum/physed/. This site contains resources for parents and students.
• National Association for Sport and Physical Education, www.aahperd.org/naspe/about/relatedLinks/parents.cfm. This site contains links and publications to help parents learn more about today’s physical education and how it contributes to a child’s complete education. Also links to resources that can help parents learn more about youth sports issues.
• Head Start Body Start, www.aahperd.org/headstartbodystart/. Parents will find activities and tools to inspire creative, movement-based play and healthy food choices at home.• Let’s Move!, www.letsmove.gov/parentsmain This site
provides helpful information and steps parents and children can take that make a real difference and help build healthy habits for life.
• Kidnetic, www.kidnetic.com/Parents/. This site is a great resource for raising a healthy child and offers a special section just for parents. Check out the Bright Papers and Frequently Asked Questions to get the facts about children and physical activity, healthy eating, and self-esteem.
Reading, Writing, Language Arts• National Council of Teachers of English, http://
www.ncte.org/positions/statements/readtogether. This site is designed specifically to help parents help their children. Assorted topics. Contact NCTE, 1111 Kenyon Road, Urbana, IL 61801-1096. Call 217-328-3870 or 877-369-6283.
Kindergarten Integrated Curriculum • 9
• International Reading Association, http://www.reading.org/InformationFor/Parents.aspx. Go to a variety of topics—also in Spanish. Contact IRA, 444 North Capitol Street, NW, #630, Washington, D.C. 20001. Call 202-624-8800.
• Helping Your Child Publication Series, http://www2.ed.gov/parents/academic/help/hyc.html. These resources provide parents with lessons and activities to help their school-aged and preschool children master reading, understand the value of homework, and develop skills.
• Guide to Grammar and Writing, Capital Community College, Hartford, Conn. http://grammar.ccc.commnet.edu/grammar. This site contains an extensive collection of grammar, mechanics, language, usage, and writing topics, easily accessed by multiple indexes. This very comprehensive site addresses rules, examples, exercises, and quizzes. Call 806-906-5000.
• Read, Write, Now! Activities for Reading and Writing Fun, http://www.udel.edu/ETL/RWN/Activities.html. This site includes reading activities and reading lists for children through Grade 6. The site is listed as a resource in MCPS website Weblinks/“Internet Resources: Great for Homework.” Call 800-860-9228 or 800-872-5327.
Science & Engineering• “Online Services for Montgomery County Public
Schools,” part of the MCPS Science Curriculum web-site, http://www.montgomeryschoolsmd.org/curriculum/sci-ence/. All services are available for home use. Subjects are broken down by elementary, middle, and high school.
• National Science Teachers Association, http://www.nsta.org/portals/parents/. This site offers resources for par-ents who wish to help their children in science. Contact NSTA, 1840 Wilson Blvd., Arlington, VA 22201. Call 703-243-7100.
• Helping Your Child Learn Science United States Department of Education booklet, http://www2.ed.gov/pubs/parents/Science/index.html. This site provides science activities for parents of children ages 3–10. Activities are available for home and the community. Call 800-USA-LEARN (800-872-5327) and ask for Publications for Parents.
• Scholastic, http://www2.scholastic.com/browse/home.jsp. This is an interactive website with games, activities, and many resources for parents, teachers, and kids. Browse by grade level. Pre-K, K, 1–2, 3–5.
Social Studies• “Social Studies Resources and Links,” MCPS Social
Studies Curriculum website, http://www.montgom-eryschoolsmd.org/curriculum/socialstudies/. This site contains a very large number of resources, organized alphabetically by social studies topics.
• Time for Kids, http://www.timeforkids.com/TFK. This site includes resources appropriate for early elementary school students.
• America’s Story from America’s Library, http://www.americaslibrary.gov/cgi-bin/page.cgi. This Library of Congress site provides information on American history and includes video, audio, and interactive activities.
• National Geographic Xpeditions, http://www.nation-algeographic.com/xpeditions/lessons/. Produced by the National Geographic Society, this series of lesson plans is aligned with the United States Geography Standards. The site sorts by topic, standard, and grade level and contains an extensive lesson plan bank, each linked to a U.S. Geography Standard. The site teaches clear applica-tion skills geared toward addressing real-world issues. Contact National Geographic Society, P.O. Box 98199, Washington, D.C. 20090-8199. Call 800-647-5463.
Rockville, Maryland
Published by the Department of Materials Managementfor the Office of Curriculum and Instructional Programs
1507.11ct • Editorial, Graphics & Publishing Services • 15,400 • 8.11
There are so many upgrades to the Elementary Integrated Curriculum, we’ve taken to calling it Curriculum 2.0!
New internationally driven standards in math, reading, and writing
Renewed focus on teaching the whole child
• Nurtures skills that build confidence and success• Engages students beyond reading and math, to spark greater interest
in science, social studies, information literacy, art, music, physical education, and health
Integrates thinking, reasoning, and creativity for a lifetime of learning
• Enhances learning by connecting subjects
MCPS CurriCuluM 2.0 is built around developing students’ critical and creative thinking skills, as well as essential academic success skills, so that students are well prepared for a lifetime of learning. We are upgrading the existing MCPS curriculum for the elementary grades in a way that will better engage students and teachers, and dedicate more learning time to subjects such as the arts, information literacy, science, social studies, and physical education. By blending these subjects with the core content areas of reading, writing, and mathematics, students will receive robust, engaging instruction across all subjects in the early grades – in short, we are building a stronger foundation at the elementary level.
To learn more—www.montgomeryschoolsmd.org/curriculum/2.0/