**Note: These suggestions are not my own. They have been taken directly from the material available on the Engage NY website. Please visit them for additional information: https://www.engageny.org/
Kindergarten Module 2
If pacing is a challenge, consider omitting Lessons 5 and 8. Instead, embed experiences with position words in other content areas and throughout the students’ day. It is not essential that students be introduced to position words through the context of shapes.
Kindergarten Module 3
Consider omitting Lesson 7. In order to do so, offer the same as one more option to describe the comparison in Lessons 4–6. Be sure to include objects for comparison that yield descriptions of shorter than, longer than, and the same length as. If students progress quickly in comparing weight by estimating, they may be ready to use the balance scale sooner, allowing for the consolidation of Lessons 8 and 9. To bridge their understanding, have students model the movement of the balance scale with their arms and hands.
Students might better grasp the concepts of volume and capacity if they observe first and explore afterwards. Consider consolidating Lessons 13–15 into a series of demonstrations with students engaged chorally, as recorders, and as acute observers (e.g., “Count the scoops as I fill the container”; “Record the number of scoops it took to fill the container”; and “Share with your partner about what happened to the water”). Students might then gain hands-on experience and explore the concept later (e.g., in centers, science). If pacing is a challenge and students study volume as part of science, consider omitting Lessons 14 and 15.
Sprints are introduced in the second half of this module through a gradual progression of preparation exercises. When consolidating or omitting lessons, take care to maintain the intended sequence of the Sprints as listed.
Consider omitting Lesson 16; although engaging and interesting, students may not need the introduction to area through informal comparison.
Topic H serves as a culminating topic where students synthesize their knowledge of the attributes previously studied in this module. Because no new learning is introduced, these lessons might be omitted or moved to another time of day.
Kindergarten Module 4
If pacing is a challenge and there is no additional adult support, consider consolidating the word problems in Lessons 16 and 17. Consider consolidating within Lessons 29, 30, 35, and 36 if students have developed automaticity in drawing and counting in 5-group formation.
Kindergarten Module 5
If pacing is a challenge, consider the following modifications and omissions. Consider collaborating with a specialist teacher to have students build the Rekenrek from Lesson 10 (e.g., make a Rekenrek in art, practice counting in foreign language class), or plan an event to engage families in math activities such as these.
If writing numbers 21–100 overwhelms students, omit the Problem Sets in Lessons 15, 16, and 17. Instead, complete the verbal counting activities in the lessons that prepare them for numeral writing to 100 as required in Grade 1. This allows for the completion of these three lessons in just one or two days.
Lesson 19 is exploratory in nature and addresses some standards beyond the level of Kindergarten. It works well as an extension lesson if students are advancing quickly, but if pacing is a challenge, it could be omitted.
Kindergarten Module 6
K.CC.4d is a NY specific standard, addressing ordinal numbers and relative position. Some states or districts might opt to include, omit, or replace this standard. Using ordinal words to describe a procedure is included in Lesson 1 and parts of Lesson 5, as well as the Application Problems in Lessons 4, 5, and 6. Consider omitting pertinent lessons partly or entirely. The fluency activity “If You’re Happy and You Know It” in Lesson 1 might be omitted as well, since it prepares students to work with that content.
Another aspect of the standard asks students to use ordinal numbers to describe relative position. If pacing is a challenge and the standard is not required, consider omitting Lesson 4 and the fluency activity “Finish Line” from Lesson 5.
Even in schools where teaching ordinal numbers and relative position is required, there are many possibilities for embedding the concept throughout the school day in practical applications (e.g., lining up for recess, lunch, or water). The concept might also appear as part of language arts or science where students use sequence vocabulary (e.g., the steps in making a cheese sandwich or the steps in the growth of a seed).
Classroom Teacher Doctor of Education
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