Unit Overview/Summary - FOCUS:In reading, Integration of Knowledge and Ideas requires the ability to think across related texts to compare and contrast a theme or topic. The focus of this unit is for students to understand how classic literature serves to inform the themes, events, and characters in modern-day texts. Students will be able to explore and analyze how modern-day authors use myths, traditional stories, and religious texts to create new renditions.  Key Ideas and Details in the informational text require students to have increasingly sophisticated reading comprehension skills as they demonstrate knowledge of key concepts of reading. In this unit, students will develop and use the skill of making connections and distinctions between individuals, ideas, and events. By analyzing the author’s use of comparison, analogy, and categories, students will gain a deeper understanding of the connections and distinctions an author is making within the text.  Unit Duration:  29 days (25 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule  

Unit Overview/Summary - FOCUS:This unit is designed to focus on the central ideas and themes that emerge from literature and non-fiction texts.  Students will analyze the parts of a text to recognize how the parts fit together to convey a central message.  Students will examine a topic and develop the topic with relevant facts and details in a cohesive, organized structure. Students will analyze how information and ideas are presented across media and formats to distinguish the purpose and motives for presentations related to central ideas and themes.  Teachers may choose to use a theme to anchor the content of this unit such as “courage.”  Teachers may choose to ask students to analyze texts through the themes of courage and ask students to choose an idea or person who exhibits(ed) courage, and to write an informative essay about the topic/person using supporting details from the texts and resources provided.   Unit Duration:24 days (20 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule  

Unit Overview/Summary - FOCUS:This unit is designed to focus on the central ideas and themes that emerge from literature and non-fiction texts.  Students will analyze the parts of a text to recognize how the parts fit together to convey a central message.  Students will examine a topic and develop the topic with relevant facts and details in a cohesive, organized structure. Students will analyze how information and ideas are presented across media and formats to distinguish the purpose and motives for presentations related to central ideas and themes.  Teachers may choose to use a theme to anchor the content of this unit such as “courage.”  Teachers may choose to ask students to analyze texts through the themes of courage and ask students to choose an idea or person who exhibits(ed) courage, and to write an informative essay about the topic/person using supporting details from the texts and resources provided.   Unit Duration:24 days (20 instructional days and 4 re-teach/enrichment days); Five periods per week based on a traditional bell schedule

CSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description:  In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics. Upon completion of this course students will have the ability to: Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Understand addition as putting together and adding to and understand subtraction as taking apart and taking from. Work with numbers 11-19 to gain foundations for place value. Describe and compare measurable attributes. Classify objects and count the number of objects in each category.Identify and describe shapes. Analyze, compare, create, and compose shapes. Aligned Core Resources:Core resources is a local control decision.  Ensuring alignment of resources to the standards is critical for success.  There are tools that are available to assist in evaluating alignment, such as CCSSO’s Mathematics Curriculum Analysis Project and Student Achievement Partner’s Instructional Materials Evaluation Tool.  In addition EdReports and Louisiana Believes are two sources of completed reviews for a variety of resources.  Connecticut is currently working on providing additional alignment guidance for the most frequently used resources across the state. Aligned Core Programs:  The CSDE in partnership with SERC has engaged with providers of high-quality vetted resources to provide additional alignment guidance to the CSDE model curriculum.  High-quality instructional resources are critical for improving student outcomes. The alignment guidance is intended to clarify content and support understanding for clear implementation and coherence. Materials selection is a local control decision and these documents have been provided from participating publishers to assist districts in implementation. Use of the materials from these publishers is not required. These aligned core programs meet expectations as reported by EdReports. If your resource is not listed below, you are encouraged to review EdReports to ensure the alignment of your resource to the Connecticut Core Standards. Strong alignment of curricula and instructional materials have the potential to support student engagement of meaningful grade level content daily and teacher growth.  enVisions Grade KEureka Grade KImagine Learning Illustrative Mathematics Grade Ki-Ready Classroom Mathematics Grade KHMH Into Math Grade KFinancial Literacy Connections:The State of Connecticut is committed to implementing high-quality Financial Literacy instruction at all grade levels beginning in kindergarten. Financial Literacy supports students’ academic performance in several subject areas. The K-5 Model Math Curricula embeds tasks that align the mathematical content and skill to the essential Financial Literacy concepts such as income, spending, saving, investing, credit and risk. The concepts contained in the learning tasks are designed to be rich, hands-on activities with developmentally appropriate real-world connections.  The tasks are identified by grade level and embedded in the appropriate units so that students can demonstrate mastery of what they need to know and be able to do by the end of their K-5 school experience. In this way, elementary students will be prepared to build upon Financial Literacy knowledge as they advance through middle and high school.Additional Course Information:  Major work of Kindergarten mathematics focuses on addition and subtraction – concepts, skills, and problem solving; place value. Fluencies expected for Kindergarten include: Add/subtract within 5 Habits of Mind/SEIH/Transferable Skills Addressed in the Course: The Standards for Mathematical Practice describe the thinking processes, habits of mind, and dispositions that students need to develop a deep, flexible, and enduring understanding of mathematics. They describe student behaviors, ensure an understanding of math, and focus on developing reasoning and building mathematical communication. Therefore, the following should be addressed throughout the course: Make sense of problems & persevere in solving them Reason abstractly & quantitatively Construct viable arguments & critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for & make use of structure Look for & express regularity in repeated reasoning 

Unit Overview/Summary - FOCUS: This unit focuses on counting and cardinality as well as operations and algebraic thinking.  Learning in this unit will enable students to:  Know number names and the count sequence.  Count to tell the number of objects.  Compare numbers.  Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from  

Unit Overview/Summary - FOCUS: This unit focuses on counting and cardinality as well as operations and algebraic thinking.  Learning in this unit will enable students to:  Know number names and the count sequence.  Count to tell the number of objects.  Compare numbers.  Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from  

Unit Overview/Summary - FOCUS: This unit focuses on geometry and measurement and data.  Learning in this unit will enable students to: Analyze, compare, create, and compose shapes. Describe and compare measurable attributes 

Unit Overview/Summary - FOCUS: This unit focuses on geometry and measurement and data.  Learning in this unit will enable students to: Analyze, compare, create, and compose shapes. Describe and compare measurable attributes 

Unit Overview/Summary - FOCUS: This unit focuses on counting and cardinality. This is supported with measurement and data within the unit. Learning in this unit will enable students to: Know number names and the count sequence. Count to tell the number of objects. Compare numbers. 

Unit Overview/Summary - FOCUS: This unit focuses on counting and cardinality. This is supported with measurement and data within the unit. Learning in this unit will enable students to: Know number names and the count sequence. Count to tell the number of objects. Compare numbers. 

Unit Overview/Summary - FOCUS: This unit focuses on counting and cardinality. This is supported with measurement and data within the unit. Learning in this unit will enable students to: Know number names and the count sequence. Count to tell the number of objects. Compare numbers. 

Unit Overview/Summary - FOCUS: This unit focuses on counting and cardinality. This is supported with measurement and data within the unit. Learning in this unit will enable students to: Know number names and the count sequence. Count to tell the number of objects. Compare numbers. 

Unit Overview/Summary - FOCUS: This unit focuses on geometry.  Measurement and data serves as a support. Learning in this unit will enable students to: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Unit Overview/Summary - FOCUS: This unit focuses on geometry.  Measurement and data serves as a support. Learning in this unit will enable students to: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). 

Unit Overview/Summary - FOCUS: This unit focuses on measurement and data.  Learning in this unit will enable students to: Describe and compare measurable attributes. Classify objects and count the number of objects in each category. 

Unit Overview/Summary - FOCUS: This unit focuses on measurement and data.  Learning in this unit will enable students to: Describe and compare measurable attributes. Classify objects and count the number of objects in each category. 

Unit Overview/Summary - FOCUS: This unit focuses on counting and cardinality, operations and algebraic thinking, and number and operations in base ten.  Learning in this unit will enable students to: Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Work with numbers 11 – 19 to gain foundations for place value. 

Unit Overview/Summary - FOCUS: This unit focuses on counting and cardinality, operations and algebraic thinking, and number and operations in base ten.  Learning in this unit will enable students to: Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Work with numbers 11 – 19 to gain foundations for place value. 

CSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description:  In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes. Upon completion of this course students will have the ability to: Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition and subtraction. Add and subtract within 20. Work with addition and subtraction equations. Extend the counting sequence. Understand place value. Use place value understanding and properties of operations to add and subtract. Measure lengths indirectly and by iterating length units. Tell and write time. Represent and interpret data. Reason with shapes and their attributes.Aligned Core Resources:Core resources is a local control decision.  Ensuring alignment of resources to the standards is critical for success.  There are tools that are available to assist in evaluating alignment, such as CCSSO’s Mathematics Curriculum Analysis Project and Student Achievement Partner’s Instructional Materials Evaluation Tool.  In addition EdReports and Louisiana Believes are two sources of completed reviews for a variety of resources.  Connecticut is currently working on providing additional alignment guidance for the most frequently used resources across the state. Aligned Core Programs:  The CSDE in partnership with SERC has engaged with providers of high-quality vetted resources to provide additional alignment guidance to the CSDE model curriculum.  High-quality instructional resources are critical for improving student outcomes. The alignment guidance is intended to clarify content and support understanding for clear implementation and coherence. Materials selection is a local control decision and these documents have been provided from participating publishers to assist districts in implementation. Use of the materials from these publishers is not required. These aligned core programs meet expectations as reported by EdReports. If your resource is not listed below, you are encouraged to review EdReports to ensure the alignment of your resource to the Connecticut Core Standards. Strong alignment of curricula and instructional materials have the potential to support student engagement of meaningful grade level content daily and teacher growth.  enVisions Grade 1Eureka Grade 1Imagine Learning Illustrative Mathematics Grade 1i-Ready Classroom Mathematics Grade 1HMH Into Math Grade 1Financial Literacy Connections:The State of Connecticut is committed to implementing high-quality Financial Literacy instruction at all grade levels beginning in kindergarten. Financial Literacy supports students’ academic performance in several subject areas. The K-5 Model Math Curricula embeds tasks that align the mathematical content and skill to the essential Financial Literacy concepts such as income, spending, saving, investing, credit and risk. The concepts contained in the learning tasks are designed to be rich, hands-on activities with developmentally appropriate real-world connections.  The tasks are identified by grade level and embedded in the appropriate units so that students can demonstrate mastery of what they need to know and be able to do by the end of their K-5 school experience. In this way, elementary students will be prepared to build upon Financial Literacy knowledge as they advance through middle and high school.Additional Course Information:  Major work of Grade 1 mathematics focuses on addition and subtraction – concepts, skills, and problem solving; place value. Fluencies expected for Grade 1 include: Add/subtract within 10Habits of Mind/SEIH/Transferable Skills Addressed in the Course: The Standards for Mathematical Practice describe the thinking processes, habits of mind, and dispositions that students need to develop a deep, flexible, and enduring understanding of mathematics. They describe student behaviors, ensure an understanding of math, and focus on developing reasoning and building mathematical communication. Therefore, the following should be addressed throughout the course: Make sense of problems & persevere in solving them Reason abstractly & quantitatively Construct viable arguments & critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for & make use of structure Look for & express regularity in repeated reasoning 

Unit Overview/Summary - FOCUS: This unit focuses on number and operations in base ten. Measurement and data is embedded within the unit Learning in this unit will enable students to: Extend the counting sequence Understand place value Use place value understanding and properties of operations to add and subtract Represent and interpret data.