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Kindergarten

 On the Kindergarten site you will find information and resources to support kindergarten. Resources include curriculum maps, professional development opportunities, as well as teacher resources and parental supports.

Curriculum Maps & Standards

Kindergarten

DLI Kindergarten

Content Integration

English Language Arts

Math

Standards-Based Reporting

School Climate

Curriculum Map Purpose

Canyons School District’s curriculum maps are standards-based maps driven by the Utah Core Standards and implemented using materials adopted by the Canyons’ Board of Education. The maps and materials are coordinated vertically within feeder systems and horizontally within grade-levels. Student achievement is increased when both teachers and students know where they are going, why they are going there, and what is required of them to get there. 

Curriculum Mapping are a Tool for: 

  • ALIGNMENT: Provides support and coordination between concepts, skills, standards, curriculum, and assessments. 
  • COMMUNICATION: Articulates expectations and learning goals for students. 
  • PLANNING: Focuses instructional decisions and targets critical information for instructional tasks. 
  • COLLABORATION: Promotes professionalism and fosters dialogue between colleagues about best practices pertaining to sequencing, unit emphasis, length, integration, and review strategies. 

Curriculum Mapping Collaboration

Canyon School District Curriculum maps were collaboratively developed and refined by teacher committees, achievement coaches, building administrators, and the Instructional Supports Department.

Kindergarten English Language Arts Standards

Kindergarten Math Standards

Kindergarten Index

Adopted Curriculum

The Kindergarten Curriculum Map is a tool to support best practices in teaching.  The map is divided into sections to better support specific instructional needs.  The map starts with introductory pages, and then sections off by School Climate, English language Arts, Math, Content Integration and then Standards-Based Grading.  Each section has a scope and sequence, block schedule and flexible pacing guides. Throughout the map, there are also several blue links that will offer extended support and more in depth resources.

Our adopted curriculum in our elementary schools is Savvas, Reading Street for English Language Arts and Savvas, enVision 2.0 for Math.  Our kindergarten science and social studies standards are taught in the Oral Language Block.  The standards are integrated through the Oral Language block time.  

Envision Math 2.0

Reading Street

The goal of Oral Language Block is to establish a consistent supportive environment through adult to child interactions. This environment allows for practice of receptive and expressive language, applying content knowledge and solving problems with conflict resolution. The Oral Language Block is the best climate for children’s healthy “sense of self” to emerge, for learning to occur, and for children to form positive child-to- child relationships. The Oral Language Block is a 30-minute block for half-day kindergarten 3-5 days a week. Full day and Supplemental kindergarten receive 45-60-minutes, 4-5days a week. The Oral Language Block consists of 6 work areas: house, art, book, math, writing and blocks. The students first make a plan for where they will choose to work. Students share their plan with a peer or adult prior to engaging in work time. During work time students are engaging in language and content supported by materials. Teachers are interacting with students and supporting the development of language, content, child-to-child interactions and conflict resolution. Following work time, students reorganize their materials to prepare for review time. Review time consists of students sharing what they accomplished to the class, peers or adults

Additional information on Oral Language Block

Assessment

Utah’s Kindergarten Entry and Exit Profile (KEEP) is intended to inform various stakeholders, such as parents, teachers, and leadership, on the academic and social-emotional development of entering and exiting kindergarten students. The information gained from the profile will be used to: 

  • Provide insights into current levels of academic and social-emotional performance upon entry and exit of kindergarten. 
  • Identify students in need of early intervention instruction and promote differentiated instruction for all students.  
  • Analyze the effectiveness of programs, such as extended-day kindergarten and preschool. 
  • Provide opportunities for data-informed decision-making and cost-benefit analysis of early learning initiatives. 
  • Identify effective instructional practices or strategies for improving student achievement outcomes in a targeted manner.
  • Understand the influence and impact of full-day kindergarten on at-risk students in both the short- and long-term. 

Professional Development

Please visit our Canyons U for resources that offer self-paced learning, as well as our Canyons U Bite-Sized PD series. 

Contact Us

Kindergarten Team