A Correlation of. to the. Pennsylvania Learning Standards for Early Childhood

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "A Correlation of. to the. Pennsylvania Learning Standards for Early Childhood"

Transcription

1 A Correlation of to the Pennsylvania Learning Standards

2 Introduction This document demonstrates how (OWL) meets the. Correlation references are to page references in the Teacher s Guides of OWL. These page references are representative and are not an exhaustive listing of the citations. (OWL) is a comprehensive Kindergarten Readiness curriculum that prepares children for Kindergarten with ongoing assessment of research-based success predictors and playful, purposeful, and personalized instruction. Features and Benefits OWL provides everything you need to ensure a high-quality experience (full day and half day schedules) and is designed to develop oral language and early literacy skills. Develops language and early literacy skills in the context of research-based and field-tested content, including math, science, and social studies. Excites kids about learning through highly appealing children's books, posters, picture cards, and music. Program Philosophy (OWL) gets children ready for Kindergarten with a comprehensive curriculum that: Makes every minute count by creating a learning-rich environment where interactions with children are thoughtful and purposeful. Builds conceptual knowledge and develops oral language in every playful, purposeful, and personalized instruction experience. Starts forming the foundation children need for content area learning and later academic success. Provides consistent Social-Emotional Development Skills that are necessary for Transition Kindergarten students. Copyright 2015 Pearson Education, Inc. or its affiliate(s). All rights reserved.

3 Table of Contents Approaches to Learning through Play... 1 Language and Literacy Development... 8 Mathematical Thinking and Expression Scientific Thinking and Technology Social Studies Thinking Creative Thinking and Expression Health, Wellness and Physical Development Social and Emotional Development Partnerships for Learning Copyright 2015 Pearson Education, Inc. or its affiliate(s). All rights reserved.

4 Approaches to Learning through Play Constructing, Organizing and Applying Knowledge AL.1 Constructing and Gathering Knowledge Big Ideas: Children actively construct knowledge through routines, play, practices, and language. Children use a variety of strategies to gather information based upon their own individualized approach to learning. Essential Questions: What strategies can be used to gather information? What can I learn from my every day experiences, including play? AL.1. PK.A Explore and ask questions to seek meaningful information about a growing range of topics, ideas and tasks. Science Lab Center, p. 54 Sand, Water, and More Center, p. 97 Science Lab Center, p. 194 Construction Zone Center, p. 237 Math Center, p. 12 Science Lab Center, p. 54 Science Lab Center, p. 194 Science Action Lab, pp Science Lab Center, p. 12 Science & Social Studies Circle, Days 2-3, p. 116 Science Lab Center, p. 278 Science Action Lab, Day 2, p. 376 Construction Zone Center, p. 55 Science & Social Studies Circle, Days 2-3, p.158 Science Lab Center, p. 194 Sand, Water, and More Center, p. 195 AL.1. PK.B Demonstrate a willingness to participate in new and challenging experiences. Today s News, p. 61 Literacy, Day 3, p. 99 Morning Math, p. 201 Literacy Circle, p. 202 Pretend and Learn Center, p. 10 Story Time, p. 153 Science Lab Center, p. 194 Science & Social Studies Circle, Day 1, p. 214 Math Center, p. 138 Construction Zone Center, p. 55 1

5 (Continued) AL.1. PK.B Demonstrate a willingness to participate in new and challenging experiences. AL.1. PK.C Engage in complex play sequences with two or more children. ABC Fun Center, p. 277 Writing Center, p. 193 Outdoor Play, p. 90 Science Lab Center, p. 54 Media and Technology Center, p. 234 Math Center, p. 194 Outdoor Play, p. 90 Construction Zone Center, p. 55 Pretend and Learn Center, p. 234 Art Center, p. 365 Outdoor Play, p. 90 Pretend and Learn Center, p. 10 Science Lab Center, p. 320 Sand, Water, and More Center, p. 365 Outdoor Play, p. 132 Pretend and Learn Center, p. 52 Math Center, p. 364 Construction Zone Center, p. 237 Pretend and Learn Center, p. 10 Construction Zone Center, p. 55 Outdoor Play, p. 272 Construction Zone Center, p. 321 AL.2 Organizing and Understanding Information Big Idea: Strategies for filtering and organizing information are important to the learning process. Essential Questions: How do I decide what information/task to attend to? What strategies do I use to organize information? AL.2. PK.A Work toward completing a task, even if challenging, and despite interruptions. ABC Fun Center, p. 53 Math, Day 3, p. 15 Construction Zone Center, p. 237 Math, Day 4, p. 240 Writing Center, p. 11 Sand, Water, and More Center, p. 13 2

6 (Continued) AL.2. PK.A Work toward completing a task, even if challenging, and despite interruptions. Writing Center, p. 235 Science Lab Center, p. 236 ABC Fun Center, p. 53 Writing Center, p. 95 ABC Fun Center, p. 193 Writing Center, p. 193 ABC Fun Center, p. 53, 95 Science Lab Center, p. 54 Pretend and Learn Center, p. 276 Math Center, p. 194 Ollie and Friends Social and Emotional Handbook: Self-Reliance, p. 8 AL.2. PK.B Independently break simple tasks into steps and complete them one at a time. Math, Day 5, p. 101 Outdoor Play, p. 48 Math, Day 4, p. 58 Science Buzz, p. 243 Science Action Lab, Day 5, p. 377 Art Center, p. 13 Outdoor Play, p. 230 Art Center, p. 237 Library and Listening Center, p. 94 Library and Listening Center, p. 192 Art Center, p. 237 AL.2. PK.C Attempt to accomplish challenging tasks by employing familiar and new strategies as needed. ABC Fun Center, p. 53 Math, Day 3, p. 141 Sand, Water, and More Center, p. 195 Construction Zone Center, p. 237 Math Center, p. 54 Sand, Water, and More Center, p. 13 3

7 (Continued) AL.2. PK.C Attempt to accomplish challenging tasks by employing familiar and new strategies as needed. AL.2. PK.D Recognize and extend simple patterns. AL. 2. PK.E Retain and recall information presented over a short period of time. Outdoor Play, p. 272 Sand, Water, and More Center, p. 195 Math, Day 3, p. 15 Construction Zone Center, p. 55 Writing Center, p. 193 Math, Day 3, p. 197 Outdoor Play, p. 48 Math, Day 3, p. 99 Media and Technology Center, p. 234 Math Center, p. 194 Meal Time, p. 90 Math Center, pp, 12, 54 Construction Zone Center, p. 55 Math, Day 2, p. 56; Day 3, p. 15 Math Circle, Days 1-2, p. 76; Day 3, p. 77; Day 5, p. 78 Math Center, p. 364 Morning Math, p. 369 Math Circle, Day 1, p. 378 Wrap Up Your Day, Day 3, p. 382 Meal Time, p. 6 Meal Time, p. 90 Wrap Up Your Day, Days 1-4, pp Writing Center, p. 193 Wrap Up Your Week, p. 265 Meal Time, p. 6 Science & Social Studies Circle, Day 1, p. 116 Meal Time, p. 230 Today s News, p. 285 Meal Time, p. 48 Math, Day 2, p. 14 Meal Time, p. 230 Science Buzz, p

8 (Continued) AL. 2. PK.E Retain and recall information presented over a short period of time. Meal Time, p. 6 Science & Social Studies Circle, Day 1, p. 158 Meal Time, p. 272 Story Time, p. 251 AL.3 Applying Knowledge Big Idea: Prior knowledge and experiences can be used to express and create new understandings. Essential Questions: How do I use what I already know to understand new things? How do I represent new understandings? AL.3. PK.A Use music, art and/or stories to express ideas, thoughts, and feelings. Art Center, p. 13 Movement and Music, Days 3-5, p. 123 Pretend and Learn Center, p. 192 Movement and Music, Days 4-5, p. 221 Art Center, p. 97 Movement and Music, Days 4-5, p. 81 Art Center, p. 195 Movement and Music, Days 3-5, p. 305 Pretend and Learn Center, pp. 94 Movement and Music, Days 4-5, p. 165 Art Center, p. 321 Movement and Music, Days 4-5, p. 221 Art Center, p. 55 Movement and Music, Days 3-5, p. 39 Pretend and Learn Center, p. 234 Movement and Music, Days 3-5, p. 34 AL.3. PK.C Produce and explain the purpose for a new creation. Construction Zone Center, pp. 55, 139 Writing Center, p. 235 Construction Zone Center, p. 237 Art Center, p. 55 Construction Zone Center, p. 55 Art Center, p. 279 Construction Zone Center, p

9 (Continued) AL.3. PK.C Produce and explain the purpose for a new creation. Writing Center, p. 53 Art Center, p. 13 Art Center, p. 321 Construction Zone Center, p. 237 Art Center, p. 139 Construction Zone Center, p. 139 Pretend and Learn Center, pp. 318, 362 AL.3. PK.B Use materials and objects to represent new concepts. Art Center, p. 13 Construction Zone Center, p. 55 Art Center, p. 195 Construction Zone Center, p. 321 Art Center, p. 97 Construction Zone Center, p. 139 Art Center, p. 195 Construction Zone Center, p. 237 Art Center, p. 55 Construction Zone Center, p. 139 Art Center, p. 321 Construction Zone Center, p. 321 Art Center, p. 55 Construction Zone Center, p. 139 Art Center, p. 195 Construction Zone Center, p. 321 AL.4 Learning Through Experience Big Idea: Experiences provide the context in which learning is constructed. Essential Questions: In what ways does an experience in one setting influence my learning and experiences in another setting? How do I learn from my mistakes and/or from challenging situations? AL.4. PK.A Relate knowledge learned from one experience to a similar experience in a new setting. Pretend and Learn Center, p. 10 Math, Day 3, p. 15 Pretend and Learn Center, p.192 Story Time, p

10 (Continued) AL.4. PK.A Relate knowledge learned from one experience to a similar experience in a new setting. Pretend and Learn Center, p. 10 Science & Social Studies Circle, Day 1, p. 74 Math, Days, 1-3, pp Story Time, p. 295 Pretend and Learn Center, p. 10 Science & Social Studies Circle, Day 1, p. 32 Pretend and Learn Center, p.192 Writing Center, p. 193 Pretend and Learn Center, p. 10 Math, Day 3, p. 15 Math, Day 3, p. 197 Story Time, p. 253 AL4. PK.B Recognize that everyone makes mistakes and that using positive coping skills can result in learning from the experience. Outdoor Play, p. 132 ABC Fun Center, p. 53 Construction Zone Center, p. 237 Math, Day 4, p. 240 Writing Center, p. 11 Sand, Water, and More Center, p. 13 Writing Center, p. 235 Science Lab Center, p. 236 ABC Fun Center, p. 53 Writing Center, p. 95 ABC Fun Center, p. 193 Writing Center, p. 193 ABC Fun Center, p. 53, 95 Science Lab Center, p. 54 Pretend and Learn Center, p. 276 Math Center, p

11 AL.4. PK.C Attempt problem solving activities to achieve a positive outcome. Math Center, p. 138 Sand, Water, and More Center, p. 195 Construction Zone Center, p. 237 ABC Fun Center, p. 95 Sand, Water, and More Center, p. 13 Sand, Water, and More Center, p. 195 Construction Zone Center, p. 321 Sand, Water, and More Center, p. 13 Construction Zone Center, p. 55 Media and Technology Center, p. 234 Math Center, p. 278 Outdoor Play, p. 90 Art Center, p. 139 Math Center, p. 194 Construction Zone Center, p. 237 Language and Literacy Development English Language Arts 1.1 Foundational Skills Big Idea: Emerging reading involves the use of pictures, symbols and text to gain information and derive meaning. Essential Question: How do I acquire and practice pre-reading skills? 1.1 PK.A Practice appropriate book handling skills. Library and Listening Center, pp. 10, 94 Library and Listening Center, pp. 192, 276 Library and Listening Center, pp. 10, 94 Library and Listening Center, pp. 192, 276 Library and Listening Center, pp. 10, 94 Library and Listening Center, pp. 192, 276 Library and Listening Center, pp. 10, 94 Library and Listening Center, pp. 192, 276 8

12 1.1 PK.B Identify basic features of print. Literacy, Day 2, p. 56; Day 4, pp. 16, 58 ABC Fun Center, p. 193 Literacy, Day 2, p. 196 ABC Fun Center, pp. 11 Literacy, Day 2, p. 14 ABC Fun Center, p. 319 Literacy Circle, p. 329 ABC Fun Center, p. 11 Literacy Circle, p. 21 ABC Fun Center, p. 235 Literacy, Day 2, p. 238 ABC Fun Center, p. 137 Literacy, Day 5, p. 17 ABC Fun Center, p. 235 Literacy, Day 2, p PK.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Literacy, Day 1, pp. 56, 98 Literacy, Day 1, pp. 196, 238 Literacy, Day 1, pp. 14, 56 Literacy, Day 1, p. 196 Literacy Circle, p. 205 Literacy Circle, pp. 66, 147 Literacy, Day 2, p. 196 Literacy Circle, p. 203 Literacy Circle, pp. 21, 24 ABC Fun Center, p. 319 Literacy Circle, p

13 1.1. PK.D Develop beginning phonics and word skills. Emerging to Read emergent reader text with purpose and understanding. Literacy Circle, pp. 21, 64 Begin the Day, p. 200 Literacy Circle, p. 245 Literacy, Day 1, p. 56 Wrap Up Your Day, p. 82 Literacy, Day 1, p. 196 Literacy Circle, p. 205 Literacy Circle, pp. 66, 147 Literacy, Day 2, p. 196 Literacy Circle, p. 203 Literacy Circle, pp. 21, 24 ABC Fun Center, p. 319 Literacy Circle, p. 205 Effective Practices in Early Childhood Education: Early Literacy: Birth Through Age Five, pp Library and Listening Center, p. 10 Media and Technology Center, p. 52 Writing Center, p. 193 Story Time, p. 254 Today s News, p. 103 Story Time, p. 72 Literacy Circle, p. 203 Story Time, p. 212 Story Time, p. 114 Extend Your Day, Days 4-5, p. 80 Literacy Circle, p. 203 Story Time, p. 212 Library and Listening Center, p. 10 Today s News, p. 19 Story Time, pp. 254 Extend Your Day, Days 4-5, p

14 1.2 Reading Informational Text Big Ideas: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? 1.2 PK.A With prompting and support, retell key details of text that support a provided main idea. Story Time, pp. 29, 70 Story Time, pp. 210, 250 Story Time, pp. 68, 113 Story Time, pp. 208, 252 Story Time, pp. 26, 70 Story Time, pp. 210, 252 Story Time, pp. 28, 112 Story Time, pp. 252, 294 Standard 1.2 PK.B Answer questions about a text. Story Time, pp. 29, 70 Story Time, pp. 210, 250 Story Time, pp. 68, 113 Story Time, pp. 208, 252 Story Time, pp. 26, 112 Story Time, pp. 210, 252 Story Time, pp. 28, 112 Story Time, pp. 252, 294 Effective Practices in Early Childhood Education: Supporting Children s Language Development, p

15 1.2 PK.C With prompting and support, make connections between information in a text and personal experience. 1.2 PK.E Identify the front cover, back cover and title page of a book. 1.2 PK.F With prompting and support, answer questions about unfamiliar words read aloud from a text. Story Time, pp. 71, 113 Story Time, pp. 253, 295 Story Time, pp. 113, 155 Story Time, pp. 211, 253 Story Time, pp. 113, 155 Story Time, pp. 211, 253 Story Time, pp. 29, 113 Story Time, pp. 253, 295 Literacy Circle, pp. 109, 151 Literacy Circle, pp. 207, 249 Literacy Circle, pp. 25, 67 Literacy Circle, pp. 333 Literacy Circle, pp. 25, 67 Literacy Circle, pp. 207, 333 Literacy Circle, pp. 25, 151 Literacy Circle, p. 373 Story Time, pp. 336 Story Time, pp. 27, 71 Story Time, pp. 211, 253 Story Time, pp. 113, 155 Story Time, pp. 253, 295 Story Time, pp. 113, 155 Story Time, pp. 211, 253 Story Time, pp. 113, 155 Story Time, pp. 295,

16 1.2 PK.G With prompting and support, answer questions to connect illustrations to the written word. 1.2 PK.I With prompting and support, identify basic similarities and differences between two texts read aloud on the same topic. 1.2 PK.J Use new vocabulary and phrases acquired in conversations and being read to. Story Time, pp. 29, 71 Story Time, pp. 211, 253 Story Time, pp. 29, 155 Story Time, pp. 209, 253 Story Time, pp. 29, 113 Story Time, pp. 211, 253 Story Time, pp. 29, 113 Story Time, pp. 211, 253 Story Time, pp. 28, 70 Story Time, pp. 210, 252 Story Time, pp. 112, 154 Story Time, pp. 210, 294 Story Time, pp. 112, 154 Story Time, pp. 252, 294 Story Time, pp. 28, 112 Story Time, pp. 252, 294 Story Time, pp. 29, 71 Story Time, pp. 211, 253 Story Time, pp. 29, 155 Story Time, pp. 209, 253 Story Time, pp. 29, 113 Story Time, pp. 211, 253 Story Time, pp. 29, 113 Story Time, pp. 211,

17 1.2 PK.K With prompting and support, clarify unknown words or phrases read aloud. 1.2 PK.L With prompting and support, actively engage in group reading activities with purpose and understanding. Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Reading Literature Big Ideas: Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one s ability to express ideas and information. Essential Questions: What is the text really about? How does interaction with the text promote thinking and response? Why learn new words? What strategies and resources does the learner use to figure out unknown vocabulary? 1.3. PK.A With prompting and support, retell a familiar story in a sequence with picture support. Literacy Circle, p. 25 Story Time, p. 30 Story Time, p. 212 Extend Your Day, p. 304 Literacy Circle, p. 207 Story Time, p

18 (Continued) 1.3. PK.A With prompting and support, retell a familiar story in a sequence with picture support PK.B Answer questions about a particular story (who, what, how, when, and where) PK.C With prompting and support, answer questions to identify characters, settings, and major events in a story. Literacy Circle, p. 207 Extend Your Day, p. 346 Story Time, pp. 114, 290 Story Time, pp. 296, 338 Story Time, pp. 72, 114 Story Time, pp. 212, 254 Literacy Circle, p. 25 Story Time, p. 26 Literacy Circle, p. 207 Story Time, pp Literacy Circle, p. 25 Story Time, pp Literacy Circle, p. 207 Story Time, pp Literacy Circle, pp. 25, 109 Literacy Circle, p. 207 Story Time, pp Story Time, pp Extend Your Day, p. 38 Story Time, pp , Literacy Circle, p. 25 Story Time, p. 73 Story Time, p. 297 Extend Your Day, p Literacy Circle, p. 151 Story Time, pp Literacy Circle, p. 291 Story Time, p. 335 Story Time, pp. 111,

19 (Continued) 1.3. PK.C With prompting and support, answer questions to identify characters, settings, and major events in a story PK.D With prompting and support, name the author and illustrator of a story. Story Time, pp. 209, 251 Story Time, pp. 69, 111 Story Time, pp. 251, 293 Literacy Circle, pp. 207, 249 Literacy Circle, pp. 25, 67 Literacy Circle, pp. 291, 333 Literacy Circle, p. 25 Story Time, p. 26 Literacy Circle, p. 333 Story Time, p. 250, Literacy Circle, pp. 25, 67 Literacy Circle, pp. 207 Story Time, p PK.E With prompting and support, recognize common types of text. Extend Your Day, Days 4-5, p. 38; Days 1-5, p. 80 Extend Your Day, Days 1-5, pp. 262, 346 Story Time, p. 68 Extend Your Day, Days 1-5, p. 80 Story Time, p. 208 Extend Your Day, p. 304 Extend Your Day, pp. 38, 164 Story Time, pp , Story Time, p. 154 Extend Your Day, Days 1-5, p. 80 Extend Your Day, Days 1-5, pp. 220,

20 1.3. PK.F Answer questions about unfamiliar words read aloud from a story PK.G Describe pictures in books using detail. Literacy Circle, p. 25 Story Time, p. 26 Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Literacy Circle, p. 25 Story Time, p. 26 Story Time, pp. 208, 250 Story Time, pp. 110, 152 Story Time, pp. 292, 334 Story Time, pp. 68, 110 Story Time, pp. 208, 250 Story Time, pp. 68, 110 Story Time, pp. 208, PK.H Answer questions to compare and contrast the adventures and experiences of characters in familiar stories. Story Time, pp. 27, Story Time, pp , 251 Extend Your Day, Days 1-3, pp. 122, 164 Story Time, pp. 210, 292 Story Time, pp. 69, 111 Story Time, pp. 208,

21 (Continued) 1.3. PK.H Answer questions to compare and contrast the adventures and experiences of characters in familiar stories PK.I With prompting and support, clarify unknown words or phrases read aloud PK.J Use new vocabulary and phrases acquired in conversations and being read to PK.K With prompting and support, actively engage in group reading activities with purpose and understanding. Story Time, pp. 26, 153 Story Time, pp. 251, 293 Literacy Circle, p. 25 Story Time, p. 69 Story Time, p. 208, Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp , Story Time, pp. 30, 115 Story Time, pp. 213, 255 Story Time, pp. 115, 157 Story Time, pp. 213, 255 Story Time, pp. 115, 156 Story Time, pp , Story Time, pp. 30, Story Time, pp , Story Time, pp Extend Your Day, Days 1-5, p. 80 Shared Reading, p. 207 Story Time, pp Story Time, pp Extend Your Day, Days 1-3, p

22 (Continued) 1.3. PK.K With prompting and support, actively engage in group reading activities with purpose and understanding. Story Time, pp Extend Your Day, Days 1-3, p. 304 Shared Reading, p. 151 Story Time, pp Story Time, p. 374 Extend Your Day, Days 1-5, p. 304 Story Time, pp Extend Your Day, Days 1-5, p. 80 Story Time, pp Extend Your Day, Days 1-5, p Writing Big Ideas: Audience and purpose influence a writer s choice of organizational pattern, language, and literary techniques. Effective research requires the use of varied resources to gain or expand knowledge. Essential Questions: What makes clear and effective writing? Why do writers write? Who is the audience? What will work best for the audience? Where can one find information to answer questions? 1.4. PK.A Draw/dictate to compose informative /explanatory texts examining a topic. Writing Center, p. 137 Literacy, Day 5, p. 59 Writing Center, pp. 193, 319 Literacy, Day 5, pp. 59, 143 Writing Center, p. 193 Literacy, Day 5, p. 241 Writing Center, p. 95 Literacy, Day 5, p. 143 Writing Center, pp. 193, 319 Literacy, Day 5, pp. 17, 59 Writing Center, p. 235 Literacy, Day 5, p

23 1.4. PK.B With prompting and support, draw/dictate about one specific topic. Writing Center, p. 137 Literacy, Day 5, p. 59 Writing Center, pp. 193, 319 Literacy, Day 5, pp. 59, 143 Writing Center, p. 193 Literacy, Day 5, p. 241 Writing Center, p. 95 Literacy, Day 5, p. 143 Writing Center, pp. 193, 319 Literacy, Day 5, pp. 17, 59 Writing Center, p. 235 Literacy, Day 5, p PK.C With prompting and support, generate ideas to convey information. Writing Center, p. 137 Literacy, Day 5, p. 59 Writing Center, pp. 193, 319 Literacy, Day 5, pp. 59, 143 Writing Center, p. 193 Literacy, Day 5, p. 241 Writing Center, p. 95 Literacy, Day 5, p. 143 Writing Center, pp. 193, 319 Literacy, Day 5, pp. 17, 59 Writing Center, p. 235 Literacy, Day 5, p

24 1.4. PK.D With prompting and support, make logical connections between drawing and dictation. Writing Center, p. 137 Literacy, Day 5, p. 59 Writing Center, pp. 193, 319 Literacy, Day 5, pp. 59, 143 Writing Center, p. 193 Literacy, Day 5, p. 241 Writing Center, p. 95 Literacy, Day 5, p. 143 Writing Center, pp. 193, 319 Literacy, Day 5, pp. 17, 59 Writing Center, p. 235 Literacy, Day 5, p. 325 Emerging to Spell simple words phonetically. Writing Center, p. 137 Literacy, Day 5, p. 101 Writing Center, p. 193 Literacy, Day 5, pp. 241, 283 Literacy, Day 5, p. 101 Writing Center, p. 95 Writing Center, p. 193 Literacy, Day 5, p. 199 Writing Center, pp. 11, 53 Writing Center, p. 193 Literacy, Day 5, p. 199 Writing Center, pp. 11, 95 Literacy, Day 5, pp. 199,

25 1.4. PK.M Dictate narratives to describe real or imagined experiences or events. Writing Center, p. 137 Literacy, Day 5, p. 59 Writing Center, p. 193 Literacy, Day 5, p. 199 Literacy, Day 5, p. 101 Story Time, p. 31 Story Time, p. 297 Story Time, pp. 73, 157 Writing Center, p. 277 Story Time, pp. 213, 255 Story Time, pp. 73, 115 Literacy, Day 5, p. 283 Story Time, p PK.N Establish who and what the narrative will be about. Writing Center, p. 137 Literacy, Day 5, p. 59 Writing Center, p. 193 Literacy, Day 5, p. 199 Literacy, Day 5, p. 101 Story Time, p. 31 Story Time, p. 297 Story Time, pp. 73, 157 Writing Center, p. 277 Story Time, pp. 213, 255 Story Time, pp. 73, 115 Literacy, Day 5, p. 283 Story Time, p

26 1.4. PK.O With prompting and support, describe experiences and events. Writing Center, p. 137 Literacy, Day 5, p. 59 Writing Center, p. 193 Literacy, Day 5, p. 199 Literacy, Day 5, p. 101 Story Time, p. 31 Story Time, p. 297 Story Time, pp. 73, 157 Writing Center, p. 277 Story Time, pp. 213, 255 Story Time, pp. 73, 115 Literacy, Day 5, p. 283 Story Time, p PK. P Recount a single event and tell about the events in the order in which they occurred. Writing Center, p. 137 Literacy, Day 5, p. 59 Writing Center, p. 193 Literacy, Day 5, p. 199 Literacy, Day 5, p. 101 Story Time, p. 31 Story Time, p. 297 Story Time, pp. 73, 157 Writing Center, p. 277 Story Time, pp. 213, 255 Story Time, pp. 73, 115 Literacy, Day 5, p. 283 Story Time, p

27 Emerging to Spell simple words phonetically. Writing Center, p. 137 Literacy, Day 5, p. 101 Writing Center, p. 193 Literacy, Day 5, pp. 241, 283 Literacy, Day 5, p. 101 Writing Center, p. 95 Writing Center, p. 193 Literacy, Day 5, p. 199 Writing Center, pp. 11, 53 Writing Center, p. 193 Literacy, Day 5, p. 199 Writing Center, pp. 11, 95 Literacy, Day 5, pp. 199, PK.T With guidance and support from adults and peers, respond to questions and suggestions, add details as needed. Writing Center, p. 137 Literacy, Day 5, p. 59 Writing Center, p. 193 Literacy, Day 5, p. 199 Literacy, Day 5, p. 101 Story Time, p. 31 Story Time, p. 297 Story Time, pp. 73, 157 Writing Center, p. 277 Story Time, pp. 213, 255 Story Time, pp. 73, 115 Literacy, Day 5, p. 283 Story Time, p

28 1.4. PK.V Ask questions about topics of personal interest to gain information; with teacher guidance and support, locate information on the chosen topic PK.W With guidance and support, recall information from experiences or books. Emerging to Write routinely over short time frames. Writing Center, p. 137 Literacy, Day 5, p. 59 Writing Center, p. 193 Literacy, Day 5, p. 199 Literacy, Day 5, p. 101 Story Time, p. 31 Story Time, p. 297 Story Time, pp. 73, 157 Writing Center, p. 277 Story Time, pp. 213, 255 Story Time, pp. 73, 115 Literacy, Day 5, p. 283 Story Time, p. 339 Writing Center, p. 137 Literacy, Day 5, p. 59 Writing Center, p. 193 Literacy, Day 5, p. 199 Literacy, Day 5, p. 101 Story Time, p. 31 Story Time, p. 297 Story Time, pp. 73, 157 Writing Center, p. 277 Story Time, pp. 213, 255 Story Time, pp. 73, 115 Literacy, Day 5, p. 283 Story Time, p. 339 Writing Center, p. 137 Literacy, Day 5, p. 101 Writing Center, p. 193 Literacy, Day 5, pp. 241,

29 (Continued) Emerging to Write routinely over short time frames. Writing Center, p. 95 Literacy, Day 5, p. 101 Science Lab Center, p. 194 Literacy, Day 5, p. 199 Writing Center, p. 53 Science Lab Center, p. 12 Writing Center, p. 193 Literacy, Day 5, p. 199 Writing Center, pp. 11, 95 Literacy, Day 5, pp. 199, Speaking and Listening Big Ideas: Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Essential Questions: What do good listeners do? How do active listeners make meaning? How do speakers effectively communicate a message? 1.5. PK.A Participate in collaborative conversations with peers and adults in small and larger groups. Meal Time, p. 90 Pretend and Learn Center, p. 136 Outdoor Play, p. 314 Construction Zone Center, p. 237 Science Lab Center, p. 96 Art Center, p. 139 Pretend and Learn Center, p. 192 Science Lab Center, p. 194 Meal Time, p. 6 Science & Social Studies Circle, Day 3, p. 74 Pretend and Learn Center, p. 234 Construction Zone Center, p. 321 Meal Time, p. 48 Outdoor Play, p. 6 Pretend and Learn Center, p. 192 Art Center, p

30 1.5. PK.B Answer questions about key details in a text read aloud or information presented orally or through other media PK.C Respond to what a speaker says in order to follow directions, seek help, or gather information. Story Time, pp Extend Your Day, Days 1-5, p. 80 Shared Reading, p. 207 Story Time, pp Literacy Circle, p. 25 Story Time, pp Story Time, pp Extend Your Day, Days 1-3, p. 304 Literacy Circle, p. 25 Story Time, pp Story Time, p Extend Your Day, Days 1-5, p. 304 Story Time, pp Extend Your Day, Days 1-5, p. 80 Story Time, pp Extend Your Day, Days 1-5, p. 304 Literacy Circle, p. 105 Math, Day 4, p. 100 Literacy, Day 1, p. 196 Math Circle, Day 3, p. 217 Begin the Day, p. 18 Literacy Circle, p. 65, 67 Math, Day 1, p. 196 Science Buzz, p. 243 Literacy, Day 2, p. 15 Science & Social Studies Circle, Day 5, p. 117 Literacy Circle, p. 206 Science & Social Studies Circle, Day 5, p. 215 Science Lab Center, p. 138 Today s News, p. 19 Math, Days 1-2, p. 196 Science & Social Studies Circle, Day 2, p

31 1.5. PK.D Use simple Use simple sentences; share stories, familiar experiences, and interests, speaking clearly enough to be understood by most audiences PK.E Use simple sentences; express thoughts, feelings, and ideas, speaking clearly enough to be understood by most audiences. Story Time, p. 155 Literacy Circle, p. 146 Outdoor Play, p. 230 Today s News, p. 243 Story Time, p. 20 Science & Social Studies Circle, Day 1, p. 32 Literacy Circle, p. 202 Story Time, p. 211 Science Buzz, p. 19 Science & Social Studies Circle, Day 4, p. 75 Morning Math, p. 201 Science & Social Studies Circle, Day 1, p. 214 Literacy Circle, p. 104 Story Time, pp. 71 Meal Time, p. 230 Today s News, p. 285 Story Time, p. 155 Literacy Circle, p. 146 Outdoor Play, p. 230 Today s News, p. 243 Story Time, p. 20 Science & Social Studies Circle, Day 1, p. 32 Literacy Circle, p. 202 Story Time, p. 211 Science Buzz, p. 19 Science & Social Studies Circle, Day 4, p. 75 Morning Math, p. 201 Science & Social Studies Circle, Day 1, p. 214 Literacy Circle, p. 104 Story Time, pp. 71 Meal Time, p. 230 Today s News, p

32 1.5. PK.G Demonstrate command of the conventions of standard English when speaking based on pre-kindergarten level and content. Story Time, p. 155 Literacy Circle, p. 146 Outdoor Play, p. 230 Today s News, p. 243 Story Time, p. 20 Science & Social Studies Circle, Day 1, p. 32 Literacy Circle, p. 202 Story Time, p. 211 Science Buzz, p. 19 Science & Social Studies Circle, Day 4, p. 75 Morning Math, p. 201 Science & Social Studies Circle, Day 1, p. 214 Literacy Circle, p. 104 Story Time, pp. 71 Meal Time, p. 230 Today s News, p. 285 Mathematical Thinking and Expression Exploring, Processing and Problem Solving 2.1 Numbers and Operations Big Ideas: Mathematical relationships among numbers can be represented, compared, and communicated. Essential Question: How is mathematics used to quantify, compare, represent, and model numbers? 2.1 PK.A.1 Know number names and the count sequence. Outdoor Play, p. 6 Math, Day 1, p. 98 Math Center, p. 364 Math Circle, Day 1, p. 378 Begin the Day, pp. 18, 144 Begin the Day, pp. 200, 326 Meal Time, p. 48 Wrap Up Your Day, Day 3, p. 166 Math, Days 1-2, p. 196 Math Circle, Days 1-2, p

33 (Continued) 2.1 PK.A.1 Know number names and the count sequence. Meal Time, p. 48 Outdoor Play, p. 132 Math, Day 4, p. 240 Begin the Day, p PK.A.2 Count to tell the number of objects. Math Circle, pp Wrap Up Your Day, Day 3, p. 82 Meal Time, p. 272 Math Circle, Day 1, p. 378 Meal Time, p. 90 Begin the Day, p. 60 Math Center, p. 194 Math Circle, Day 1, p. 216 Math Center, p. 138 Begin the Day, p. 18 Math, Days 1-3, pp Math Circle, Days 1-2, p. 216 Math, Day 4, p. 16 Math Circle, Day 4, p. 35 Math, Day 5, p. 199 Math Circle, Day 3, p PK.A.3 Compare numbers. OWL 2014: Math Center, p. 194 Math, Day 2, p. 196; Day 3, pp. 197 Math Circle, Day 3, p. 217 Math, Day 2, p. 280; Day 3, p. 281; Day 5, p. 283 Math Circle, Day 2, p. 300; Day 3, p. 301; Day 5, p. 302 Effective Practices in Early Childhood Education: The Cognitive Foundations of Early Learning, pp

34 2.1. PK.MP Use mathematical processes when quantifying, comparing, representing, and modeling numbers. Math Center, p. 96 Math, Days 1-3, pp Math Circle, Days 1-3, pp Math Center, p. 194 Math, Days 1-3, pp Math Center, p. 194 Math, Days 1-3, p. 197 Math Circle, Days 1-3, pp Math Center, p. 194 Math, Days 1-3, pp Math Circle, Days 1-2, p. 216 Math Circle, Day 4, p Algebraic Concepts Big Ideas: Mathematical relationships can be represented as expressions, equations, and inequalities in mathematical situations. Essential Question: How are relationships represented mathematically? PK.A.1 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Math Center, p. 320 Math, Days 1-2, p. 280 Math Circle, Days 1-5, pp Wrap Up Your Day, Day 3, p. 264 Math, Day 4, p. 16 Math Circle, Day 5, p. 36 Math Center, p. 236 Math, Days 1-5, pp Math Circle, Day 5, p. 344 Wrap Up Your Day, Day 3, p. 222 Math, Day 4, pp. 16, 35 Math Center, p. 194 Math, Days 1-5, pp ; Day 5, p

35 2.2. PK.MP Use mathematical processes when representing relationships. Math, Day 3, p. 197 Math Circle, Day 3, p. 217; Days 2-3, pp ; Day 5, p. 302 Math Circle, Day 4, p. 35 Math Center, p. 236 Math, Days 1-5, pp ; Day 4, p. 324 Math Circle, Day 3, p. 217; Day 5, p. 283 Math, Day 4, pp. 16, 35 Math Center, p. 278 Math, Day 3, p. 197 Math Circle, Day 3, p Geometry Big Ideas: Geometric relationships can be described, analyzed, and classified based on spatial reasoning and/or visualization. Essential Questions: How are spatial relationships, including shape and dimension, used to draw, construct, model, and represent real situations or solve problems? How can the application of the attributes of geometric shapes support mathematical reasoning and problem solving? 2.3. PK.A.1 Identify and describe shapes. Outdoor Play, p. 48 Math Center, pp. 12, 138 Math, Days 1-2, p. 56; Day 3, p. 99; Day 5, p. 59 Wrap Up Your Day, p. 82 Math Center, pp. 54, 96 Math, Days 1-2, p. 14; Day 3, pp. 15, 57; Day 5, p.17; Day 4, p. 58, 59, 100 Morning Math, p. 103 Math Circle, Days 1-2, pp. 34, 76; Day 3, pp. 35, 77; Day 4, p. 119; Day 5, pp. 36, 78 Wrap Up Your Day, Day 3, p. 82 Math, Day 4, p. 198 Math Circle, Day 4, p

36 2.3. PK.A.2 Analyze, compare, create, and compose shapes. Math Center, p. 96 Construction Zone Center, pp. 55, 139 Math, Day 4, p. 100; Day 1, p. 140; Day 5, p. 143 Math Circle, Days 1-3, pp Math, Day 2, p. 140; Day 3, pp. 57, 141; Day 5, p. 143 Math Circle, Day 4, p. 78 Wrap Up Your Day, Day 3, p. 166 Math, Day 4, p. 198 Math Circle, Day 4, p PK.MP Use mathematical processes when drawing, constructing, modeling, and representing shapes. Math Center, pp. 96, 138 Math Circle, Days 1-4, pp Math, Day 3, pp. 15, 141; Days 2-4, pp ; Day 4, p. 100; Day 1, p. 140 Math Circle, Day 3, p. 35; Day 5, p Measurement, Data and Probability Big Ideas: Measurement attributes can be quantified and estimated using customary and noncustomary units of measure. Mathematical relations and functions can be modeled through multiple representations and analyzed to raise and answer questions. Essential Questions: Why does what we measure influence how we measure: How can data be organized and represented to provide insight into the relationship between quantities? 2.4. PK.A.1 Describe and compare measurable attributes of length and weights of everyday objects. Outdoor Play, p. 188 Math Center, pp. 194, 236, 278 Sand, Water, and More, p. 365 Math, Days 1-3, pp , ; Day 5, p. 241 Math Circle, Days 1-3, pp ; Day 5, p. 218; Days 1-5, pp ; Day 4, pp. 301, 379; Day 3, p. 378 Wrap Up Your Day, Day 3, p

37 2.4 PK.A.2 Classify objects and count the number of objects in each category PK.MP Use mathematical processes when measuring; representing, organizing, and understanding data. Teachers can extend lessons to address this standard. See the following examples. Math Center, p. 12 Math, Day 4, pp. 16, 58, 100; Day 3, p. 141; Day 5, p. 143 Math Circle, Day 4, pp. 35, 77, 119; Days 1-3, pp ; ; Day 5, pp. 143, 162 Wrap Up Your Day, Day 3, p. 166 Math, Day 4, p. 198 Math Circle, Day 4, p. 217; Day 2, p. 378 Math Circle, Day 5, p. 120 Math, Day 2, p. 196 Morning Math, p. 201 Morning Math, pp. 201, 327 Morning Math, p. 145 Math Center, pp. 194, 236, 278 Construction Zone Center, p. 237 Math, Days 1-5, pp Science & Social Studies Circle, Days 1-2, p. 256 Math Circle, Days 1-3, pp Scientific Thinking and Technology Exploring, Scientific Inquiry and Discovery 3.1 Biological Sciences Big Ideas: Living things have unique characteristics which differ from non-living things. The characteristics of living things can be observed and studied. Essential Questions: In what ways do living and non-living things differ? What are similarities, differences, and patterns of living things? A. Living and Non-Living Organisms 3.1 PK.A.1 Recognize the difference between living and non-living things. Science Lab Center, p. 96, 364 Science & Social Studies Circle, Day 4, p. 75 Science Lab Center, 236 Science Action Lab Center, Day 2, p. 376; Day 4, p. 377 Science & Social Studies Circle, Day 4, p. 214 Wrap Up Your Day, Day 4, p

38 (Continued) 3.1 PK.A.1 Recognize the difference between living and non-living things. Science Lab Center, pp. 54, 96 Science & Social Studies Circle, Day 2, p. 74; Day 4, p. 159 Science & Social Studies Circle, Day 3, p PK.A.2 Identify basic needs of plants (water and light) and animals (food, water and light). Science Lab Center, p. 236 Science & Social Studies Circle, Day 2, p. 298; Day 4, p. 299 Science & Social Studies Circle, Day 2, pp. 32, 158 Science Lab Center, p. 194 Science Action Lab Center, Day 3, p. 376 Science & Social Studies Circle, Day 1, p. 298; Day 2, pp. 158, 256, 298 Science & Social Studies Circle, Day 3, p. 214; Day 5, p. 257 Science & Social Studies Circle, Day 5, pp. 117, PK.A.3 Recognize that plants and animals grow and change. Science Lab Center, p. 278 Science & Social Studies Circle, Day 4, p. 257 Science Lab Center, p. 278 Science & Social Studies Circle, Day 1, p. 214; Day 5, p. 257 Science Lab Center, pp. 54, 96 Extend Your Day, p

39 3.1. PK.A.5 Name basic parts of living things. Science Action Lab, Days 1-2, p. 376; Days 4-5, p. 377 Pretend and Learn, p. 234 Science Lab Center, p. 236 Wrap Up Your Day, Day 4, p. 223 Science & Social Studies Circle, Day 4, p. 215, 223 Science Action Lab, Day 2, p. 376; Day 4, p. 377 Science Lab Center, pp. 54, 96 Science & Social Studies Circle, Day 4, p, PK.A.9 Participate in simple investigations about living and/or non-living things to answer a question or to test a prediction. Science Lab Center, 236 Science Action Lab Center, Day 2, p. 376; Day 4, p. 377 Science & Social Studies Circle, Day 4, p. 214 Wrap Up Your Day, Day 4, p. 223 Science Lab Center, pp. 54, 96 Science & Social Studies Circle, Day 2, p. 74; Day 4, p. 159 Science & Social Studies Circle, Day 3, p. 214 B. Genetics 3.1. PK.B.1 Recognize and compare physical characteristics of living things from same species. Teachers have the opportunity to address this standard, see below. Science Lab Center, 236 Science Action Lab Center, Day 2, p. 376; Day 4, p. 377 Science & Social Studies Circle, Day 4, p. 214 Wrap Up Your Day, Day 4, p. 223 Science Lab Center, pp. 54, 96 Science & Social Studies Circle, Day 2, p. 74; Day 4, p. 159 Science & Social Studies Circle, Day 3, p

40 3.1. PK.B.6 Participate in simple investigations of physical characteristics of living things from same species to answer a question or to test a prediction. Teachers have the opportunity to address this standard, see below. Science Lab Center, 236 Science Action Lab Center, Day 2, p. 376; Day 4, p. 377 Science & Social Studies Circle, Day 4, p. 214 Wrap Up Your Day, Day 4, p. 223 Science Lab Center, pp. 54, 96 Science & Social Studies Circle, Day 2, p. 74; Day 4, p. 159 Science & Social Studies Circle, Day 3, p. 214 C. Evolution 3.1. PK.C.3 Describe changes that occur in animals. Science Lab Center, p. 278 Science & Social Studies Circle, Day 4, p. 257 Wrap Up Your Day, p. 265 Science Lab Center, pp. 278 Story Time, pp Outdoor Play, p. 188 Extend Your Day, p PK.C.4 Participate in simple investigations of changes in animals to answer a question or to test a prediction. Science Lab Center, p. 278 Science & Social Studies Circle, Day 4, p. 257 Wrap Up Your Day, p. 265 Science Lab Center, pp. 278 Story Time, pp Outdoor Play, p. 188 Extend Your Day, p

41 3.2 Physical Sciences Big Idea: Physical properties help us to understand the world. Essential Questions: What are physical properties of objects? How are physical properties of objects discovered? What effect does energy have on the physical properties of objects? A. Chemistry 3.2. PK.A.1 Sort and describe objects according to size, shape, color and texture. Math Circle, pp. 78, 120 Science & Social Studies Circle, Day 1, p. 256; Day 2, p. 340 Science Lab Center, p. 96 Sand, Water, and More Center, p. 13 Science & Social Studies Circle, Day 3, p. 340 Science Lab Center, p PK.A.3 Notice change in matter. Science Lab Center, p. 138 Science & Social Studies Circle, Day 1, p. 32; Day 3, p. 158 Science Lab Center, p. 194 Story Time, p PK.A.5 Recognize that everything is made of matter. Science Lab Center, p. 54 Sand, Water, and More Center, p. 97 Sand, Water, and More Center, p. 365 Math Center, pp. 12, 96 Sand, Water, and More Center, p. 97 Science & Social Studies Circle, Day 1, p. 256 Science Lab Center, p. 138 Science & Social Studies Circle, Day 3, p. 116 Science Lab Center, p. 320 Science & Social Studies Circle, Day Sand, Water, and More, pp. 195,

42 3.2. PK.A.6 Participate in simple investigations of matter to answer a question or to test a prediction. B. Physics 3.2. PK.B.1 Explore and describe the motion of toys and objects PK.B.5 Create and describe variations of sound. Science Lab Center, pp. 12, 54, 96 Science & Social Studies Circle, Day 3, p. 32 Science Lab Center, p. 194 Science & Social Studies Circle, Day 3, p. 256 Science & Social Studies, Days 3, 4, pp. 116, 117 Science Lab Center, p. 320 Science & Social Studies Circle, Days 2, 4, pp Science Lab Center, p. 138 Science & Social Studies Circle, Days 4, 5, pp. 75, 117 Science & Social Studies Circle, Day 5, p. 257 Science & Social Studies Circle, Day 4, p. 117 Morning Meeting, p. 243 Science & Social Studies Circle, Day 2, p. 286; Day 4, p. 215 Literacy Circle, pp. 22, 23 Science & Social Studies Circle, Day 3, p. 158 Science Lab Center, p. 194 Sing and Move, p. 201 Science Action Lab, Days 4-5, p. 377 Movement and Music, Days 4-5, p. 81 Movement and Music, Days 4-5, p. 221 Movement and Music, Days 3-5, p. 123; Days 4-5, p. 165 Movement and Music, Days 4-5, p. 347 Movement and Music, Days, 3-5, p. 237; Days 4-5, p

43 3.2. PK.B.6 Recognize that light from the sun is an important source of energy for living and nonliving systems and some source of energy is needed for all organisms to stay alive and grow PK.B.7 Participate in simple investigations of energy and motion to answer a question or to test a prediction. Science Lab Center, p. 194 Science Lab Center, p. 138 Science & Social Studies Circle, Day 2, p. 214 Movement and Music, Days 1-2, p. 165 Movement and Music, Days 1-2, p. 305 Science Action Lab, Day 2, p. 376 Science Lab Center, p. 320 Science & Social Studies Circle, Day 2, p. 298; Day 2, p. 240; Day 3, p. 214; Day 4, pp. 215, 257 Science Action Lab, Day 2, pp. 376; Day 3, p Earth and Space Sciences Big Idea: The earth, which is part of a larger solar system, consists of structures, processes and cycles which affect its inhabitants. Essential Questions: What structures, processes, and cycles make up the earth? How do the various structures, processes and cycles affect the earth s inhabitants? How do we know the earth is part of a larger solar system? A. Earth Structure, Processes and Cycles 3.3. PK.A.1 Sort different types of earth materials. Teachers have the opportunity to address this standard, see below. Science Lab Center, p. 194 Sand, Water, and More, p. 13 Science Lab Center, p. 54 Science & Social Studies Circle, Day 1, p. 74; Day 4, p. 159 Science Lab Center, p. 96 Science & Social Studies Circle, Day 3, p. 116 Sand, Water, and More Center, p. 195 Science & Social Studies Circle, Day 3, p. 298 Science Action Lab, Day 2, p. 376; Day 4, p. 377 Science & Social Studies Circle, Day 4, p

44 3.3. PK.A.4 Identify a variety of uses for water. Sand, Water, and More, p. 97 Science & Social Studies Circle, Day 2, p. 158 Sand, Water, and More, p. 279 Science & Social Studies Circle, Day 2, p. 256 Story Time, pp Science & Social Studies Circle, Day 1, p. 74 Wrap Up Your Day, Day 2, p. 166 Science & Social Studies Circle, Day 2, p. 256 Science Action Lab, Days 1-3, 376; Day 5, p. 377 Science & Social Studies Circle, Day 1, p. 32; Day 3, p. 158 Science Lab Center, p. 194 Science & Social Studies Circle, Day 1, pp. 116, 158 Sand, Water, and More, p. 195 Science & Social Studies Circle, Day 1, p PK.A.5 Identify seasons that correspond with observable conditions and identify how weather affects daily life PK.A.7 Participate in simple investigations of earth structures, processes, and cycles to answer a question or to test a prediction. Science Lab Center, p. 138 Science & Social Studies Circle, Day 2, p. 116; Day 4, p. 117 Science Lab Center, p. 96 Science & Social Studies Circle, Day 2, p. 74 Science & Social Studies Circle, Day 5, p. 33 Science Lab Center, p. 278 Science & Social Studies Circle, Day 1, pp. 256, 298; Day 4, pp. 257, 299 Science Action Lab, Days 2-3, p. 376; Day 4, p. 377; Day 5, p. 377 Sand, Water, and More, p. 97 Science Lab Center, p. 194 Science Lab Center, p. 54 Science & Social Studies Circle, Day 4, p. 159 Outdoor Play, p

45 (Continued) 3.3. PK.A.7 Participate in simple investigations of earth structures, processes, and cycles to answer a question or to test a prediction. Science & Social Studies Circle, Day 2, p. 340 Science & Social Studies Circle, Day 3, p. 116; Day 5, p. 117 Science Lab Center, p. 320 Science & Social Studies Circle, Day 4, p. 257 Science & Social Studies Circle, Day 1, p. 74; Day 3, p. 75 Science & Social Studies Circle, Day 4, p. 341 Sand, Water, and More Center, p. 195 B. Origin and Evolution of the Universe 3.3. PK.B.1 Identify objects that can be found in the day or night sky. Science Lab Center, p. 12 Art Center, p. 97 Sing and Move, p. 145 Science & Social Studies Circle, Day 2, p. 116; Day 5, p. 117 Extend Your Day, Days 1-3, p. 122 Wrap Up Your Day, Day 4, p. 41 Writing Center, p. 193 Science Lab Center, p. 236 Sing and Move, p. 201 Literacy Circle, pp , , 207 Science & Social Studies Circle, Day 5, p. 215 Extend Your Day, Days 1-5, p. 220 Wrap Up Your Day, Days 1-3, pp. 222; Day 4, p. 223 Wrap Up Your Week, p PK.B.3 Participate in simple investigations of the objects found in the day or night sky to answer a question or to test a prediction. Science & Social Studies Circle, Day 4, p. 341 Art Center, p. 97 Science & Social Studies Circle, Day 5, p. 117 Science Lab Center, pp. 236, 278 Science Action Lab, Day 1, p. 376; Day 2, p. 376 Outdoor Play, p

46 Environment and Ecology Big Ideas: People live in an environment. People share the environment with other living things. People are impacted and have impact on the environment. Essential Questions: How can I describe my immediate environment? In what ways can I use the environment? How does what I do (positive or negative) affect my environment? 4.1 Ecology 4.1 PK.A Identify living and non-living things in the immediate and surrounding environment. Science Lab Center, p. 96, 364 Science & Social Studies Circle, Day 4, p. 75 Science & Social Studies Circle, Day 2, p. 158 Science Lab Center, p. 236 Science & Social Studies Circle, Day 1-3, p. 214; Day 2, p. 256; Day 5, p. 257 Science Action Lab Center, Day 2, p. 376; Day 4, p. 377 Science Lab Center, p. 96 Science & Social Studies Circle, Day 2, p PK.C Identify that plants need the sun to grow. Science & Social Studies Circle, Day 2, p. 158; Day 4, p. 159 Science Lab Center, p. 194 Science & Social Studies Circle, Day 2, p 256; Day 5, p. 257 Science Action Lab, Day 2, p PK.D Identify basic needs of living things. Science Lab Center, p. 236 Science & Social Studies Circle, Day 2, p. 298; Day 4, p. 299 Science & Social Studies Circle, Day 2, pp. 32, 158 Science Lab Center, p. 194 Science Action Lab Center, Day 3, p. 376 Science & Social Studies Circle, Day 1, p. 298; Day 2, pp. 158, 256, 298 Science & Social Studies Circle, Day 3, p. 214; Day 5, p. 257 Science & Social Studies Circle, Day 5, pp. 117,

Activity 1: Piecing the Pyramid

Activity 1: Piecing the Pyramid Kindergarten Program: Building A Healthy Me! Building A Healthy Me! supports teaching and learning related to standards across the curriculum in order to help children develop personal responsibility for

More information

Academic Standards for Reading, Writing, Speaking, and Listening

Academic Standards for Reading, Writing, Speaking, and Listening Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania

More information

Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition

Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition The following chart shows how items from the Hawaii Preschool Content Standards

More information

Aligning Curriculum with the Pre-Kindergarten Standards. Pre-Kindergarten Standards and Indicators by Key Learning Area

Aligning Curriculum with the Pre-Kindergarten Standards. Pre-Kindergarten Standards and Indicators by Key Learning Area Aligning Curriculum with the Pre-Kindergarten Standards PA Pre-K Counts and Keystone STARS require that every program utilize a curriculum that is aligned with Pennsylvania s Learning Standards for Early

More information

The Creative Curriculum for Preschool: Objectives for Development & Learning

The Creative Curriculum for Preschool: Objectives for Development & Learning Curriculum Alignment of The Creative Curriculum for Preschool: Objectives for Development & Learning with Alignment of The Creative Curriculum for Preschool: Objectives for Development & Learning With

More information

FSD Kindergarten READING

FSD Kindergarten READING College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

Language and Literacy

Language and Literacy Language and Literacy In the sections below is a summary of the alignment of the preschool learning foundations with (a) the infant/toddler learning and development foundations, (b) the common core state

More information

Indiana Department of Education

Indiana Department of Education GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United

More information

Previous Letterland at Tweetsie Railroad Motivation and reward Letterland at Tweetsie Curriculum Guides

Previous Letterland at Tweetsie Railroad Motivation and reward Letterland at Tweetsie Curriculum Guides Previous Letterland at Tweetsie Railroad Each May since 2007, children from all over North Carolina (and Texas and Georgia) have come to Letterland at Tweetsie Railroad, where we have transformed our theme

More information

9. Participates in physical fitness activities IV. Movement and Music L. Moving in various ways

9. Participates in physical fitness activities IV. Movement and Music L. Moving in various ways Alignment of the Florida Early Learning and Developmental Standards for Four-year-olds With HighScope s Preschool Child Observation Record (COR), 2nd edition The following chart shows how items from the

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting

More information

Early Childhood Foundations to the Indiana Academic Standards

Early Childhood Foundations to the Indiana Academic Standards Alignment of the Early Childhood Foundations to the Indiana Academic Standards for Young Children from Birth to Age 5 with the Preschool Child Observation Record (COR), 2 nd edition The Preschool Child

More information

Florida Early Learning and Developmental Standards for Four Year Olds (2011)

Florida Early Learning and Developmental Standards for Four Year Olds (2011) Florida Early Learning and Developmental Standards for Four-Year-Olds (2011) I. Physical Health A. Health and Wellness 1. Shows characteristics of good health to facilitate learning 2. Shows visual abilities

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

More information

Kindergarten Common Core State Standards: English Language Arts

Kindergarten Common Core State Standards: English Language Arts Kindergarten Common Core State Standards: English Language Arts Reading: Foundational Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. o Follow words from

More information

School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning

School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning The Improving Head Start for School Readiness Act of 2007 makes

More information

Elementary English Pacing Guides for Henrico County Public Schools

Elementary English Pacing Guides for Henrico County Public Schools The revised Pacing Guide is the collaborative work of the 2013 Curriculum Committee, formed to critically consider the importance of the Curriculum as the foundation for all learning. With this in mind,

More information

Reading Standards for Literature

Reading Standards for Literature Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading

More information

Sing, Spell, Read & Write

Sing, Spell, Read & Write Sing, Spell, Read & Write Correlated to Head Start DOMAIN: LANGUAGE DEVELOPMENT Element: Listening & Understanding Demonstrates increasing ability to attend to and understand conversations, stories, songs,

More information

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:

More information

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27 Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge

More information

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation COR Advantage HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of Arizona. This document shows

More information

What the National Curriculum requires in reading at Y1

What the National Curriculum requires in reading at Y1 What the National Curriculum requires in reading at Y1 Word reading apply phonic knowledge and skills as the route to decode words respond speedily with the correct sound to graphemes (letters or groups

More information

Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech. Overview

Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech. Overview Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech Overview Overall days: 15 1 day = 50 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for the year

More information

CHILD S NAME INSERT CHILD S PHOTO HERE

CHILD S NAME INSERT CHILD S PHOTO HERE RECORD OF F DEVELOPMENT T A AND N PROGRESS AT KINDERGARTEN RT LEVEL CHILD S NAME INSERT CHILD S PHOTO HERE GUIDELINES for Kindergarten Assistants: Every Kindergarten Assistant (KGA) must know if each child

More information

Whitnall School District Report Card Content Area Domains

Whitnall School District Report Card Content Area Domains Whitnall School District Report Card Content Area Domains In order to align curricula kindergarten through twelfth grade, Whitnall teachers have designed a system of reporting to reflect a seamless K 12

More information

Houghton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1

Houghton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1 Houghton Mifflin Harcourt StoryTown Grade 1 correlated to the Common Core State Standards Initiative English Language Arts (2010) Grade 1 Reading: Literature Key Ideas and details RL.1.1 Ask and answer

More information

Support for Student Literacy

Support for Student Literacy Support for Student Literacy Introduction In today s schools, many students struggle with English language literacy. Some students grow up speaking, reading and/or writing other languages before being

More information

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation COR Advantage 1.5 HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of North Dakota. This document

More information

EARLY CHILDHOOD EDUCATION CENTER

EARLY CHILDHOOD EDUCATION CENTER The Isadore Joshowitz EARLY CHILDHOOD EDUCATION CENTER HILLEL ACADEMY OF PITTSBURGH The Isadore Joshowitz Early Childhood Center at Hillel Academy of Pittsburgh is a warm, nurturing, and inclusive environment

More information

How To Become Your Child s Reading Coach Practical Tips for Parents and Families. Parent Education Network

How To Become Your Child s Reading Coach Practical Tips for Parents and Families. Parent Education Network How To Become Your Child s Reading Coach Practical Tips for Parents and Families Parent Education Network Parent Education Network (PEN) Parent Education Network is a Parent Training and Information Center

More information

MStM Reading/Language Arts Curriculum Lesson Plan Template

MStM Reading/Language Arts Curriculum Lesson Plan Template Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.

More information

Title of Unit: Life Cycle with a Focus on Butterflies Grade Level: Kindergarten Duration: 7 Days Developed by: Malinda Brown and Emily Doyle

Title of Unit: Life Cycle with a Focus on Butterflies Grade Level: Kindergarten Duration: 7 Days Developed by: Malinda Brown and Emily Doyle Unit Plan Overview for Interdisciplinary Traveling Trunk University of South Carolina Aiken 471 University Parkway Aiken, South Carolina 29801 803-641-3313 http://rpsec.usca.edu/ce-mist/ Title of Unit:

More information

End of Reception Report: July 2013

End of Reception Report: July 2013 End of Reception Report: July 2013 Name: Date: Communication and Language Listening and attention Understanding Speaking Child A is able to listen to instructions and follow them accurately, including

More information

Common Core State Standards (CCSS) College and Career Readiness (CCR) English Language Arts Grade Specific Standards.

Common Core State Standards (CCSS) College and Career Readiness (CCR) English Language Arts Grade Specific Standards. Common Core State Standards (CCSS) College and Career Readiness (CCR) English Language Arts Grade Specific Standards for GRADE ONE CCSS Anchor Standards for ELA - Reading Standards for Literature Key Ideas

More information

CAT 4 Match to the Alberta Curriculum Level 10 Kindergarten

CAT 4 Match to the Alberta Curriculum Level 10 Kindergarten /Writing Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 1.1 Discover and Explore Express ideas and develop understanding share personal

More information

Decomposing Numbers (Operations and Algebraic Thinking)

Decomposing Numbers (Operations and Algebraic Thinking) Decomposing Numbers (Operations and Algebraic Thinking) Kindergarten Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested by Kentucky

More information

Kindergarten How do people help each other in the neighborhood?

Kindergarten How do people help each other in the neighborhood? Kindergarten How do people help each other in the neighborhood? FOCUS STANDARD History Social Science Standard: K.3: Students match simple descriptions of work that people do and the names of related jobs

More information

Age Birth to Four Months Four to Eight Months

Age Birth to Four Months Four to Eight Months Healthy Beginnings: Supporting Development and Learning Birth through Three Years of In order for individually developed comprehensive curricula for infants and toddlers to be considered for acceptance

More information

MISSOURI S Early Learning Standards

MISSOURI S Early Learning Standards Alignment of MISSOURI S Early Learning Standards with Assessment, Evaluation, and Programming System for Infants and Children (AEPS ) A product of 1-800-638-3775 www.aepsinteractive.com Represents feelings

More information

A Model Curriculum for Pennsylvania School Library Programs: Worksheet for Grades 6-8. Competencies What students should be able to do; key skills

A Model Curriculum for Pennsylvania School Library Programs: Worksheet for Grades 6-8. Competencies What students should be able to do; key skills Big Idea: Effective readers use appropriate strategies to construct meaning. A Model Curriculum for Pennsylvania School Library Programs: Worksheet for s 6-8 How do strategic readers create meaning from

More information

MCPS LEARNING FOR THE FUTURE A PARENT S GUIDE TO KINDERGARTEN CURRICULUM 2.0

MCPS LEARNING FOR THE FUTURE A PARENT S GUIDE TO KINDERGARTEN CURRICULUM 2.0 MCPS LEARNING FOR THE FUTURE A PARENT S GUIDE TO KINDERGARTEN CURRICULUM 2.0 BOARD OF EDUCATION Mrs. Patricia B. O Neill President Mr. Michael A. Durso Vice President Mr. Christopher S. Barclay Dr. Judith

More information

California. www.heinemann.com Phone: 800.225.5800

California. www.heinemann.com Phone: 800.225.5800 California Preschool Learning Foundations, Vol. 1 (Foundations in Language and Literacy) and The Continuum of Literacy Learning, Grades PreK 8: A Guide to Teaching by Gay Su Pinnell and Irene C. Fountas

More information

Grade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand

Grade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Grade 1 Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teacher Resource Bundle 1 The

More information

Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities

Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Early Reading First (ERF) is a federal grant program that is part of the President s Early Childhood Initiative, Good

More information

INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS

INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS By Dr. Kay MacPhee President/Founder Ooka Island, Inc. 1 Integrating the Common Core Standards into Interactive, Online

More information

End of Year Expectations in Year 1. Reading, Writing and Mathematics

End of Year Expectations in Year 1. Reading, Writing and Mathematics End of Year Expectations in Year 1 Reading, Writing and Mathematics Year 1 Expectations The following pages outline the national expectations for children in Year 1 by the end of the academic year. The

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

Florida Department of Education Office of Early Learning VOLUNTARY PREKINDERGARTEN EDUCATION PROGRAM (VPK) SETTING AND ALIGNING STANDARDS

Florida Department of Education Office of Early Learning VOLUNTARY PREKINDERGARTEN EDUCATION PROGRAM (VPK) SETTING AND ALIGNING STANDARDS Florida Department of Education Office of Early Learning VOLUNTARY PREKINDERGARTEN EDUCATION PROGRAM (VPK) SETTING AND ALIGNING STANDARDS CHILD PERFORMANCE STANDARDS: AN OVERVIEW AND RECOMMENDATIONS HB

More information

Alignment of the National Standards for Learning Languages with the Common Core State Standards

Alignment of the National Standards for Learning Languages with the Common Core State Standards Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,

More information

FIELD 002: EARLY CHILDHOOD TEST OBJECTIVES

FIELD 002: EARLY CHILDHOOD TEST OBJECTIVES FIELD 002: EARLY CHILDHOOD TEST OBJECTIVES Subarea Multiple-Choice Range of Objectives Approximate Test Weighting I. Knowledge of Child Development 01 02 25% II. Knowledge of Children's Literature and

More information

Reading Aloud with Children of All Ages

Reading Aloud with Children of All Ages with Children of All Ages Derry Koralek THE SINGLE MOST IMPORTANT ACTIVITY for building knowledge for their eventual success in reading is reading aloud to children, stressed Becoming a Nation of Readers,

More information

ReadyGEN Grade 4, 2016

ReadyGEN Grade 4, 2016 A Correlation of Grade 4, To the Introduction This document demonstrates how, meets the College and Career Ready. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade,

More information

CCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten

CCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten Reading: Foundational Skills Print Concepts CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1.A Follow words from left to right,

More information

3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)

3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) 3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

Grade 1 Overview ------------------------------------------------------------------------------------------------------------

Grade 1 Overview ------------------------------------------------------------------------------------------------------------ Grade 1 Overview ------------------------------------------------------------------------------------------------------------ What are the 6 themes we will be looking at during PYP? The framework, called

More information

Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction. Overview

Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction. Overview Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction Overview Overall days: 15 1 day = 50 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for

More information

TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES

TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES The topics that will be addressed during these webinars include: 1. The General Overview: Curriculum

More information

Correlation of Alphabet Avenue and Alberta Kindergarten Curriculum

Correlation of Alphabet Avenue and Alberta Kindergarten Curriculum Explore thoughts, ideas, feelings, and experiences 1.1 Discover and Explore Express ideas and develop understanding share personal experiences prompted by oral, 2, 3, 4, 5-17, 18, 19-25, BLMs, flip chart,

More information

Parent Education Activities

Parent Education Activities PART III: PARENT EDUCATION Parent education sessions need to be planned and should follow a similar sequence each time. The suggested sequence is listed here and is explained later in this article. Also,

More information

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4 Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My

More information

Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work

Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Literacy Work Stations Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Kyrene Reading Instruction Focus: Improve student achievement through implementation of curriculum and adopted

More information

CCSS English/Language Arts Standards Reading: Foundational Skills First Grade

CCSS English/Language Arts Standards Reading: Foundational Skills First Grade CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.1.1.A Recognize the distinguishing features of a sentence (e.g., first word, capitalization,

More information

Kindergarten Math Curriculum Course Description and Philosophy Text Reference:

Kindergarten Math Curriculum Course Description and Philosophy Text Reference: Kindergarten Math Curriculum Course Description and Philosophy How do numbers and math affect our daily lives? What types of problems can be solved by understanding numbers and math concepts? Through inquiry,

More information

Teaching Strategies System for Preschool Research Foundation English- and Dual-Language Learners

Teaching Strategies System for Preschool Research Foundation English- and Dual-Language Learners Teaching Strategies System for Preschool Research Foundation English- and Dual-Language Learners 2011 Teaching Strategies, Inc. All Rights Reserved. Teaching Strategies System for Preschool Research Foundation

More information

Students will understand that good readers always ask and answer questions about a text. that certain words signal a question.

Students will understand that good readers always ask and answer questions about a text. that certain words signal a question. Kindergarten Reading Standards for Literature: Key Ideas and Details 1. Why do readers read? 2. How do readers construct meaning? Essential detail, text, questions, who, what, where, when, why, how, retell,

More information

Newsletter. This Week We Are. Reminders and Notes. August 22-26, 2016 Contact: Ms. Sobh jsobh@cremedelacreme.com or (678) 389-4403

Newsletter. This Week We Are. Reminders and Notes. August 22-26, 2016 Contact: Ms. Sobh jsobh@cremedelacreme.com or (678) 389-4403 Newsletter August 22-26, 2016 Contact: Ms. Sobh jsobh@cremedelacreme.com or (678) 389-4403 This Week We Are Everyday Mathematics: 1-6 Reading, ordering, comparing whole numbers; one more and one less 1-7

More information

January 2015. Dear Parents and Guardians,

January 2015. Dear Parents and Guardians, January 2015 Dear Parents and Guardians, The kindergarten progress report handbook that is attached was written to acquaint parents with the design and purpose of the kindergarten progress report. In addition,

More information

COMMON CORE STATE STANDARDS FOR

COMMON CORE STATE STANDARDS FOR COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Kindergarten Introduction to the Common Core State Standards for English Language

More information

Kindergarten Math Content 1

Kindergarten Math Content 1 Kindergarten Math Content 1 Number and Operations: Whole Numbers Counting and the Number System A main focus in Kindergarten is counting, which is the basis for understanding the number system and for

More information

Pennsylvania Learning Standards for Early Childhood PRE-KINDERGARTEN. Office of Child Development and Early Learning

Pennsylvania Learning Standards for Early Childhood PRE-KINDERGARTEN. Office of Child Development and Early Learning Pennsylvania Learning Standards for Early Childhood PRE-KINDERGARTEN Office of Child Development and Early Learning 2014 TABLE OF CONTENTS Introduction....4 The Learning Standards Continuum.... 7 Guiding

More information

Published on www.standards.dcsf.gov.uk/nationalstrategies

Published on www.standards.dcsf.gov.uk/nationalstrategies Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units

More information

I can not live without books.

I can not live without books. Handbook1 Richland Academy School of Excellence Middle School Parent Handbook 2012 2013 School Year I can not live without books. - Thomas Jefferson Handbook2 Language Arts Reading We will work on reading

More information

PICTURE DAY PERFECTION

PICTURE DAY PERFECTION A Common Core State Standards Aligned Discussion & Activity Guide for PICTURE DAY PERFECTION Grades: K-2 ISBN: 978-1-4197-0844-9 Written by Deborah Diesen Illustrated by Dan Santat Published by Abrams

More information

Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten

Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten Assessment Alignment of Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten with Alignment of the Teaching Strategies GOLD Objectives for Development & Learning:

More information

Numeracy Research Review

Numeracy Research Review Numeracy Research Review IPC Curriculum The International Preschool Curriculum (IPC) shares the prevailing worldwide view that numeracy understanding is an important skill that preschool children should

More information

Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten

Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten Assessment Alignment of Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten with Alignment of the Teaching Strategies GOLD Objectives for Development & Learning:

More information

Writing Simple Stories Grade One

Writing Simple Stories Grade One Ohio Standards Connections Writing Applications Benchmark A Compose writings that convey a clear message and include well-chosen details. Indicator 1 Write simple stories with a beginning, middle and end

More information

Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8

Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource

More information

HighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs)

HighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs) HighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs) The following chart shows how items from HighScope s Child Observation Record COR Advantage

More information

Grade 4 Writing Curriculum Map

Grade 4 Writing Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me

More information

Years and Curriculum Levels

Years and Curriculum Levels Years and Curriculum Levels This diagram shows how curriculum levels typically relate to years at school. Many students do not, however, fit this pattern. They include those with special learning needs,

More information

Turtle Island Conservation: Grade 4 Miskwaadesi/A`nó:wara Ontario Curriculum Based Expectations Guide. Grade 4

Turtle Island Conservation: Grade 4 Miskwaadesi/A`nó:wara Ontario Curriculum Based Expectations Guide. Grade 4 Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teachers Resource Bundle 1 The Arts 1.1

More information

Second Grade Writing First Trimester. Creative writing journal writing, holiday writing, picture prompt writing, etc.

Second Grade Writing First Trimester. Creative writing journal writing, holiday writing, picture prompt writing, etc. Second Grade Writing First Trimester Creative writing journal writing, holiday writing, picture prompt writing, etc. Journal writing may or may not be combined with creative writing can be used for writing

More information

Correlation to the Common Core State Standards for English Language Arts, Grade 3

Correlation to the Common Core State Standards for English Language Arts, Grade 3 Correlation to the Common Core State Standards for English Language Arts, Grade 3 Journeys Grade 3 LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 1 Houghton Mifflin Harcourt Publishing Company. All rights

More information

Foundations of the Montessori Method (3 credits)

Foundations of the Montessori Method (3 credits) MO 634 Foundations of the Montessori Method This course offers an overview of human development through adulthood, with an in-depth focus on childhood development from birth to age six. Specific topics

More information

APPROACHES TO LEARNING THROUGH PLAY

APPROACHES TO LEARNING THROUGH PLAY 01/10 APPROACHES TO LEARNING THROUGH PLAY 2 STANDARD 15.1: GATHERING AND CONSTRUCTING KNOWLEDGE 15.1.1 CURIOSITY AND INITIATIVE The learner will: Use the mouth as a primary means of exploring and learning

More information

Changes to statutory reporting for pupils working below the standard on the National Curriculum

Changes to statutory reporting for pupils working below the standard on the National Curriculum Changes to statutory reporting for pupils working below the standard on the National Curriculum Rochford Review: interim recommendations http://preview.tinyurl.com/jghjwn7 This report provides guidance

More information

Reading Competencies

Reading Competencies Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

More information

First Grade Investigations: Correlation with Developing Number Concepts

First Grade Investigations: Correlation with Developing Number Concepts First Grade Investigations: Correlation with Investigations Topics and Benchmarks Unit 1: How Many of Each? Count a set of up to 20 objects Activities: 1-15 Compare and order quantities up to 12 Book One:

More information

OCPS Curriculum, Instruction, Assessment Alignment

OCPS Curriculum, Instruction, Assessment Alignment OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of

More information

Rubrics for Assessing Student Writing, Listening, and Speaking High School

Rubrics for Assessing Student Writing, Listening, and Speaking High School Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein

More information

Kindness Song Activity, p. 3-4 (10 to 15 minutes) Pictures of Kindness Treasure Hunt/ Bingo, p. 5-8 (20 to 25 minutes)

Kindness Song Activity, p. 3-4 (10 to 15 minutes) Pictures of Kindness Treasure Hunt/ Bingo, p. 5-8 (20 to 25 minutes) Caring for Others KINDERGARTEN Objective: Students will be able to identify ways to show respect, consideration and care to others. Kindness Definition: Kindness is an intrinsic quality of the heart expressed

More information

Grade 2 Reading and Literature Objectives

Grade 2 Reading and Literature Objectives Grade 2 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

More information

Section 1: Introduction (only) Downloaded from

Section 1: Introduction (only) Downloaded from Language Problems Practice Resource Section 1: Introduction (only) Downloaded from www.rch.org.au/ccch Practice Resource: Language Problems Table of Contents Overview... 2 Glossary... 6 Session 1: Introduction

More information

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.

More information

ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text).

ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text). READING LITERARY (RL) Key Ideas and Details ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories,

More information

PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS STEPHANIE, BUCK. Submitted to

PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS STEPHANIE, BUCK. Submitted to Animated Literacy 1 RUNNING HEAD: Years of Animated Literacy Letters PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS By STEPHANIE, BUCK Submitted to

More information

Common Core Writing Rubrics, Grade 3

Common Core Writing Rubrics, Grade 3 Common Core Writing Rubrics, Grade 3 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major

More information

Minnesota Academic Standards

Minnesota Academic Standards A Correlation of to the Minnesota Academic Standards Grades K-6 G/M-204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley

More information