Alignment of the New York State Learning Standards: Pre-K With Teaching Strategies GOLD

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1 Alignment of the New York State Learning Standards: Pre-K With Teaching Strategies GOLD TM Objectives for Development & Learning: Birth Through Kindergarten This document aligns the standards and performance indicators for prekindergarten children in the New York Learning Standards with the objectives, dimensions, and indicators of the Teaching Strategies GOLD TM assessment system. The methodology was to analyze the information in the state standards and then determine whether there was a word alignment () or a construct alignment (). For a word alignment, the language of the New York standards and the Teaching Strategies tool is similar. For a construct alignment, the underlying intent, rather than the specific wording, is similar. No alignment (NA) means that the Teaching Strategies tool does not address the specific benchmark in the New York standards. Some of the New York State performance indicators describe expectations for the end of 1 st or 2 nd grade. In those instances, we selected the Teaching Strategies GOLD indicator that describes the expectation for the end of the Pre-K year. References Heroman, C., Burts, D. C., Berke, K., & Bickart, T. (2010). Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten. Washington, DC: Teaching Strategies, Inc. The New York State Education Department. (1996). New York State Learning Standards for the Arts: Theater; Music (Prekindergarten). Albany, NY: Author. Retrieved March 23, 2010 from The University of the State of New York and the New York State Education Department (NYSED). (2005). English Language Arts Core Curriculum (Prekindergarten through Grade 1). Albany, NY: NYSED. Retrieved March 23, 2010 from The University of the State of New York and the New York State Education Department (NYSED). (2005). Mathematics Core Curriculum (Prekindergarten). Albany, NY: NYSED. Retrieved March 23, 2010 from Alignment 2010 Teaching Strategies, Inc., 1

2 Arts (PreK-2 Standards and ) Music Standard 1: Creating, Performing, and Participating in the Arts: Students will compose original music and perform music written by others. They will understand and use the basic elements of music in their performances and compositions. Students will engage in individual and group musical and musicrelated tasks, and will describe the various roles and means of creating, performing, recording, and producing music. Performance Indicator 1a 34. Explores musical concepts and expression Create short pieces consisting of sounds from a variety of traditional (e.g., tambourine, recorder, piano, voice), electronic (e.g., keyboard), and nontraditional sound sources (e.g., water-filled glasses). Performance Indicator 1b 34. Explores musical concepts and expression Sing songs and play instruments, maintaining tone quality, pitch, rhythm, tempo, and dynamics; perform the music expressively; and sing or play simple repeated patterns (ostinatos) with familiar songs, rounds, partner songs, and harmonizing parts. Performance Indicator 1c 34. Explores musical concepts and expression Read simple standard notation in performance, and follow vocal or keyboard scores in listening. [No Performance Indicator 1d] Performance Indicator 1e 34. Explores musical concepts and expression Identify and use, in individual and group experiences, some of the roles, processes, and actions used in performing and composing music of their own and others. Standard 2: Knowing and Using Arts Materials and Resources: Students will use traditional instruments, electronic instruments, and a variety of nontraditional sound sources to create and perform music. They will use various resources to expand their knowledge of listening experiences, performance opportunities, and/or information about music. Students will identify opportunities to contribute to their communities music institutions, including those embedded in other institutions (church choirs, industrial music ensembles, etc.). Students will know the vocation and avocations available to them in music. Performance Indicator 2a 34. Explores musical concepts and expression Alignment 2010 Teaching Strategies, Inc., 2

3 Use classroom and nontraditional instruments in performing and creating music. Performance Indicator 2b Construct instruments out of material not commonly used for musical instruments. Performance Indicator 2c Use current technology to manipulate sound. Performance Indicator 2d Identify the various settings in which they hear music and the various resources that are used to produce music during a typical week; explain why the particular type of music was used. Performance Indicator 2e Demonstrate appropriate audience behavior, including attentive listening, in a variety of musical settings in and out of school. Performance Indicator 2f Discuss ways that music is used by various members of the community. Standard 3: Responding to and Analyzing Works of Art: Students will demonstrate the capacity to listen to and comment on music. They will relate their critical assertions about music to its aesthetic, structural, acoustic, and psychological qualities. Students will use concepts based on the structure of music s content and context to relate music to other broad areas of knowledge. They will use concepts from other disciplines to enhance their understanding of music. Performance Indicator 3a Through listening, identify the strengths and weaknesses of specific musical works and performances, including their own and others. Performance Indicator 3b Describe the music in terms related to basic elements such as melody, rhythm, harmony, dynamics, timbre, form, style, etc. Performance Indicator 3c Discuss the basic means by which the voice and instruments can alter pitch, loudness, duration, and timbre. Performance Indicator 3d Describe the music s context in terms related to its social and psychological 34. Explores musical concepts and expression 28. Uses tools and other technology to perform tasks 34. Explores musical concepts and expression 12b. Makes connections 34. Explores musical concepts and expression 1b. Follows limits and expectations 6. Manages classroom rules, routines, and transitions with occasional reminders 34. Explores musical concepts and expression 30. Shows basic understanding of people and how they live 34. Explores musical concepts and expression Alignment 2010 Teaching Strategies, Inc., Explores musical concepts and expression 34. Explores musical concepts and expression 34. Explores musical concepts and expression 34. Explores musical concepts and expression

4 functions and settings (e.g., roles of participants, effects of music, uses of music with other events or objects, etc.). Performance Indicator 3e Describe their understandings of particular pieces of music and how they relate to their surroundings. Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts: Students will develop a performing and listening repertoire of music of various genres, styles, and cultures that represent the peoples of the world and their manifestations in the United States. Students will recognize the cultural features of a variety of musical compositions and performances and understand the functions of music within the culture. Performance Indicator 4a Identify when listening, and perform from memory, a basic repertoire of folk songs/dances and composed songs from the basic cultures that represent the peoples of the world. Performance Indicator 4b Identify the titles and composers of well-known examples of classical concert music and blues/jazz selections. Performance Indicator 4c Identify the primary cultural, geographical, and historical settings for the music they listen to and perform. Theatre Standard 1: Creating, Performing, and Participating: Students will create and perform theatre pieces as well as improvisational drama. They will understand and use the basic elements of theatre in their characterizations, improvisations, and play writing. Students will engage in individual and group theatrical and theatre-related tasks, and will describe the various roles and means of creating, performing, and producing theatre. Performance Indicator a Students use creative drama to communicate ideas and feelings Performance Indicator b Students imitate experiences through pantomime, play making, dramatic play, story dramatization, story telling, and role playing 34. Explores musical concepts and expression 30. Shows basic understanding of people and how they live 34. Explores musical concepts and expression 35. Explores dance and movement concepts 34. Explores musical concepts and expression 30. Shows basic understanding of people and how they live 32. Demonstrates simple geographic knowledge 34. Explores musical concepts and expression 36. Explores drama through actions and language 14b. Engages in sociodramatic play 6. Interacts with two or more children during pretend play, assigning and/or assuming roles and discussing actions; Alignment 2010 Teaching Strategies, Inc., 4

5 Performance Indicator c Students use language, voice, gesture, movement, and observation to express their experiences and communicate ideas and feelings Performance Indicator d Students use basic props, simple set pieces, and costume pieces to establish place, time, and character for the participants Performance Indicator e Students identify and use in individual and group experiences some of the roles, processes, and actions for performing and creating theatre pieces and improvisational drama Standard 2: Knowing and Using Arts Materials and Resources: Students will know the basic tools, media, and techniques involved in theatrical production. Students will locate and use school, community, and professional resources for theatre experiences. Students will understand the job opportunities available in all aspects of theatre. Performance Indicator a Students visit theaters, theatre-related facilities, and/or touring companies to observe aspects of theatrical production Performance Indicator b Students use the library/media center of their school or community to find story dramatization material or other theatre-related materials and to view videotapes of performances Performance Indicator c Students attend theatrical performances in their school and demonstrate appropriate audience behavior Performance Indicator d Students speak with theatre professionals about how they prepare for and perform their jobs Standard 3: Responding to and Analyzing Works of Art sustains play scenario for up to 10 minutes 36. Explores drama through actions and language 36. Explores drama through actions and language 14b. Engages in sociodramatic play 6. Interacts with two or more children during pretend play, assigning and/or assuming roles and discussing actions; sustains play scenario for up to 10 minutes 36. Explores drama through actions and language 14b. Engages in sociodramatic play 6. Interacts with two or more children during pretend play, assigning and/or assuming roles and discussing actions; sustains play scenario for up to 10 minutes 36. Explores drama through actions and language 36. Explores drama through actions and language 36. Explores drama through actions and language 36. Explores drama through actions and language 30. Shows basic understanding of people and how they live 36. Explores drama through actions and language Alignment 2010 Teaching Strategies, Inc., 5

6 Students will reflect on, interpret, and evaluate plays and theatrical performances both live and recorded, using the language of dramatic criticism. Students will analyze the meaning and role of theatre in society. Students will identify ways in which drama/theatre connects to film and video, other arts, and other disciplines. Performance Indicator a Students discuss their understanding, interpretation, and evaluation of a theatrical performance using basic theatre terminology Performance Indicator b Students identify the use of other art forms in theatre productions Performance Indicator c Students explain the relationship of theatre to film and video Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts: Students will gain knowledge about past and present cultures as expressed through theatre. They will interpret how theatre reflects the beliefs, issues, and events of societies past and present. Performance Indicator a Students dramatize stories and folktales from various cultures Performance Indicator b Students engage in drama/theatre activities including music, dance and games which reflect other cultures and ethnic groups Performance Indicator c 36. Explores drama through actions and language 36. Explores drama through actions and language 12b. Makes connections 36. Explores drama through actions and language 30. Shows basic understanding of people and how they live 36. Explores drama through actions and language 30. Shows basic understanding of people and how they live 36. Explores drama through actions and language 29. Demonstrates knowledge about self 36. Explores drama through actions and language Students discuss how classroom theatre activities relate to their lives English Language Arts (Pre-K to Grade 1 Competencies and ) Reading Literacy Competencies Phonological and Phonemic Awareness Listen to and identify spoken language sounds in the environment 15a. Notices and discriminates rhyme 2. Joins in rhyming songs and games 15b. Notices and discriminat6es alliteration 2. Sings songs and recites rhymes and refrains with repeating initial sounds Alignment 2010 Teaching Strategies, Inc., 6

7 Identify and produce spoken words that rhyme (e.g., rhymes, poems, songs, 15a. Notices and discriminates rhyme word games) including word families (e.g., c-at, b-at, s-at) 6. Decides whether two words rhyme Count or tap the number of syllables in multisyllabic words to show 15c. Notices and discriminates smaller and smaller units of sound awareness of the syllable as a discrete unit 4. Hears and shows awareness of separate syllables in words Count or tap the number of words in a spoken sentence to show awareness 15c. Notices and discriminates smaller and smaller units of sound of the word as a discrete unit 2. Hears and shows awareness of separate words in sentences Print Awareness Understand that the purpose of print is to communicate 17b. Uses print concepts 2. Shows understanding that text is meaningful and can be read Follow left-to-right and top-to-bottom direction when reading English 17b. Uses print concepts 4. Indicates where to start reading and the direction to follow Distinguish between letters and words to show awareness of printed letters 17b. Uses print concepts 6. Shows awareness of various features of print: letters, words, spaces, upper- and lowercase letters, some punctuation Distinguish between print and pictures to show awareness of printed words 17b. Uses print concepts 6. Shows awareness of various features of print: letters, words, Point to print as individual words are spoken to show awareness of printed words spaces, upper- and lowercase letters, some punctuation 17b. Uses print concepts 6. Shows awareness of various features of print: letters, words, spaces, upper- and lowercase letters, some punctuation Alphabet Recognition and Phonics Recognize and identify letters of the alphabet, especially those in own name 16a. Identifies and names letters 4. Recognizes as many as 10 letters, especially those in own name Fluency Read own name 16b. Uses letter sound knowledge 6. Shows understanding that a sequence of letters represents a sequence of spoken sounds Recognize and identify environmental print including signs and labels 17b. Uses print concepts 2. Shows understanding that text is meaningful and can be read Background Knowledge and Vocabulary Development Learn and use new words in spoken communication 9a. Uses an expanding expressive vocabulary 6. Describes and tells the use of many familiar items Alignment 2010 Teaching Strategies, Inc., 7

8 Learn new words from books 9d. Tells about another time or place 6. Tells stories about other times and places that have a logical order and that include major details Use new vocabulary words to talk about life experiences 9d. Tells about another time or place 6. Tells stories about other times and places that have a logical order and that include major details Connect vocabulary and life experiences to ideas in books 12b. Makes connections Comprehension Strategies Show interest in reading for different purposes (e.g., gaining information about the world and others) 11a. Attends and engages 6. Sustains work on age-appropriate, interesting tasks; can ignore most distractions and interruptions 17a. Uses and appreciates books 6. Knows some features of a book (title, author, illustrator); connects specific books to authors Make predictions about story events 18a. Interacts during read-alouds and book conversations 6. Identifies story-related problems, events, and resolutions during conversations with an adult Retell stories with attentiveness to the sequence of events and main ideas 18c. Retells stories 6. Retells a familiar story in proper sequence, including major events and characters Ask and answer questions about the content of books 18a. Interacts during read-alouds and book conversations 6. Identifies story-related problems, events, and resolutions Motivation to Read Show interest in a range of preschool-level texts, such as alphabet books, stories, poems, and informational texts Grade-Specific Performance Standard 1: Students will read, write, listen, and speak for information and understanding. Locate and use classroom and library media center resources to acquire information, with assistance during conversations with an adult 11a. Attends and engages 6. Sustains work on age-appropriate, interesting tasks; can ignore most distractions and interruptions 11d. Shows curiosity and motivation 6. shows eagerness to learn about a variety of topics and ideas Read familiar informational texts with repetitive language and simple 18b. Uses emergent reading skills Alignment 2010 Teaching Strategies, Inc., 8

9 illustrations to begin to collect data, facts, and ideas, with assistance 4. Pretends to read, using some of the language from the text; describes the action across pages, using pictures to order the events; may need prompts from adult Interpret information represented in pictures and illustrations 18b. Uses emergent reading skills 6. Pretends to read, reciting language that closely matches the Recognize and interpret familiar signs and symbols from the environment, such as labels on classroom furniture, equipment, and STOP signs text on each page and using reading-like intonation 17b. Uses print concepts 2. Shows understanding that text is meaningful and can be read Draw on prior experience to understand new data, facts, and ideas 12b. Makes connections Standard 2: Students will read, write, listen, and speak for literary response and expression. Comprehend and respond to literary texts and performances, with assistance Engage in pre-reading and reading activities to select books, tapes, and poems on the basis of personal choice/interest or teacher-selected criteria, such as a theme/topic - connect a picture or illustration to a story Dramatize or retell stories or parts of stories, using puppets, toys, and other props 18a. Interacts during read-alouds and book conversations 6. Identifies story-related problems, events, and resolutions during conversations with an adult 36. Explores drama through actions and language 18b. Uses emergent reading skills 4. Pretends to read, using some of the language from the text; describes the action across pages, using pictures to order the events; may need prompts from adult 14b. Engages in sociodramatic play 6. Interacts with two or more children during pretend play, assigning and/or assuming roles and discussing actions; sustains play scenario for up to 10 minutes Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Identify ideas and experiences from texts and performances 18a. Interacts during read-alouds and book conversations 6. Identifies story-related problems, events, and resolutions during conversations with an adult 36. Explores drama through actions and language Engage in pre-reading and reading activities to - identify what they know about a specific story or topic - use illustrations to assist in understanding the content of a text 18a. Interacts during read-alouds and book conversations 6. Identifies story-related problems, events, and resolutions during conversations with an adult Alignment 2010 Teaching Strategies, Inc., 9

10 - predict what could happen next or the outcome of a story or article, when read aloud, with assistance - evaluate and select books, poems, or tapes on the basis of personal choice - distinguish between real and imaginary stories, with assistance Standard 4: Students will read, write, listen, and speak for social interaction. Share reading experiences to establish, maintain, and enhance personal relationships 18a. Interacts during read-alouds and book conversations 4. Asks and answers questions about the text; refers to pictures Respect age and gender of writer 30. Shows basic understanding of people and how they live Recognize the vocabulary and writing conventions (e.g., greetings and closings) of social communication, with assistance 10b. Uses social rules of language 6. Uses acceptable language and social rules while communicating with others; may need reminders Writing Literacy Competencies Print Awareness Use left-to-right and top-to-bottom direction when writing English 17b. Uses print concepts 6. Shows awareness of various features of print: letters, words, spaces, upper- and lowercase letters, some punctuation Use spacing between letters and words 17b. Uses print concepts 6. Shows awareness of various features of print: letters, words, spaces, upper- and lowercase letters, some punctuation Spelling Use sound or invented spelling to spell independently Write correctly own first name Handwriting Write some uppercase and lowercase manuscript letters, especially those in own name 19b. Writes to convey meaning 5. Early invented spelling 19a. Writes name 6. Accurate name 19a. Writes name 6. Accurate name 19b. Writes to convey meaning 5. Early invented spelling Composition Label drawings with letters or words 19b. Writes to convey meaning 4. Letter strings Alignment 2010 Teaching Strategies, Inc., 10

11 Write messages as part of play New York Learning Standards Write by using painting, drawing, letters, and some words Motivation to Write Write and draw spontaneously to communicate meaning 19b. Writes to convey meaning 3. Mock letters or letter-like forms 19b. Writes to convey meaning 5. Early invented spelling 19b. Writes to convey meaning 5. Early invented spelling Show interest in sharing writing and drawing with others 2c. Interacts with peers 6. Initiates, joins in, and sustains positive interactions with a small group of two to three children 11d. Shows curiosity and motivation 6. Shows eagerness to learn about a variety of topics and ideas Grade-Specific Performance Standard 1: Students will read, write, listen, and speak for information and understanding. Copy letters from books, magazines, signs, charts, and own dictation 19b. Writes to convey meaning 4. Letter strings Write some or all of the letters of own name on pictures, drawings, 19a. Writes name paintings, and written products 5. Partially accurate name Draw ideas gathered from personal experiences 12b. Makes connections Use graphics, such as posters, to communicate information from personal experiences Maintain a portfolio of informational writings and drawings, with assistance NA NA Standard 2: Students will read, write, listen, and speak for literary response and expression. Draw or write original literary texts to - create a story using pictures and/or drawings - create poems or jingles to go with pictures and/or drawings 19b. Writes to convey meaning 5. Early invented spelling Draw or write to respond to text to Alignment 2010 Teaching Strategies, Inc., 11

12 - express feelings about characters or events in a story, with assistance - describe characters or events, with assistance - dictate a sequence of events from a story - retell a story, with assistance Maintain a portfolio of writings and drawings in response to literature, with assistance Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation Draw and/or write to express opinions and judgments to - share what they have learned about a topic - respond in pictures or words to an experience or event shared by a classmate - compare characters within and between stories Maintain a portfolio of writings and drawings that express opinions and judgments, with assistance Standard 4: Students will read, write, listen, and speak for social interaction. Share writing and drawing with peers or adults; for example, write and/or draw with a partner or in a cooperative group 18c. Retells stories 4. Retells familiar stories using pictures or props as prompts Alignment 2010 Teaching Strategies, Inc., 12 NA 18c. Retells stories 4. Retells familiar stories using pictures or props as prompts NA 2c. Interacts with peers 6. Initiates, joins in, and sustains positive interactions with a small group of two to three children 4. Draws or constructs, and then identifies what it is Respect the age and gender of the recipient 30. Shows basic understanding of people and how they live Maintain a portfolio of writings and drawings for social interaction, with NA NA assistance Listening Literacy Competencies Listening Listen attentively to spoken language (e.g., books read aloud, rhyming words, songs) 8a. Comprehends language 6. Responds appropriately to specific vocabulary and simple Listen attentively for different purposes (e.g., to track individual words as they are spoken, to gain information) statements, questions, and stories 8a. Comprehends language 6. Responds appropriately to specific vocabulary and simple statements, questions, and stories Understand and follow oral directions 8b. Follows directions NA NA

13 6. Follows directions of two or more steps that relate to familiar objects and experiences Listen respectfully without interrupting others 10b. Uses social rules of language 6. uses acceptable language and social rules while communicating with others; may need reminders Grade-Specific Performance Standard 1: Students will read, write, listen, and speak for information and understanding. Acquire information from nonfiction text 18a. Interacts during read-alouds and book conversations 6. Identifies story-related problems, events, and resolutions during conversations with an adult Follow a one-step direction 8b. Follows directions 4. Follows simple requests not accompanied by gestures Identify words on a chart, with assistance 17b. Uses print concepts 6. Shows awareness of various features of print: letters, words, spaces, upper- and lowercase letters, some punctuation Identify and respond to environmental sounds that provide information 30. Shows basic understanding of people and how they live (e.g., school bell and fire alarm) Identify similarities in information about people and places 12b. Makes connections 30. Shows basic understanding of people and how they live Standard 2: Students will read, write, listen, and speak for literary response and expression. Listen to literary texts and performances to - appreciate and enjoy literary works - recall a sequence of events from a personal experience - identify a character - respond to vivid language - identify specific people and places 12a. Recognizes and recalls 6. Tells about experiences in order, provides details, and evaluates the experience; recalls 3 or 4 items removed from view 18a. Interacts during read-alouds and book conversations 6. Identifies story-related problems, events, and resolutions during conversations with an adult Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Form an opinion on the basis of information in the world 12b. Makes connections Alignment 2010 Teaching Strategies, Inc., 13

14 Form an opinion about a book or play read aloud by using established criteria, such as title and vocabulary, to judge books, with assistance 17a. Uses and appreciates books 7. (emerging to 8. Uses various types of books for their intended purposes Recognize differences in two versions of a familiar story, song, or finger play 12b. Makes connections Standard 4: Students will read, write, listen, and speak for social interaction. Respect the age and gender of the speaker 30. Shows basic understanding of people and how they live Listen to friendly notes, cards, letters, and personal narratives read aloud to get to know the writer and/or classmates 8a. Comprehends language 6. Responds appropriately to specific vocabulary and simple statements, questions, and stories Speaking Literacy Competencies Speaking Use prekindergarten-level vocabulary and grammar in own speech 9a. Uses an expanding expressive vocabulary Speak for different purposes (e.g., share ideas about personal experiences, books, or writings; retell a story; dramatize an experience or event) 6. Describes and tells the use of many familiar items 9d. Tells about another time or place 6. Tells stories about other times and places that have a logical order and that include major details 10a. Engages in conversations 6. Engages in conversations of at least three exchanges 12b. Makes connections Speak audibly 9b. Speaks clearly 6. Is understood by most people; may mispronounce new, long, or unusual words Speak with speed and expression appropriate for the purpose 9b. Speaks clearly 6. Is understood by most people; may mispronounce new, long, or unusual words Take turns when speaking in a group 10b. Uses social rules of language 6. Uses acceptable language and social rules while communicating with others; may need reminders Grade-Specific Performance Alignment 2010 Teaching Strategies, Inc., 14

15 Standard 1: Students will read, write, listen, and speak for information and understanding. Dictate information from personal experience 9d. Tells about another time or place 6. Tells stories about other times and places that have a logical order and that include major details Report information briefly to peers and familiar adults, with assistance 12a. Recognizes and recalls 6. Tells about experiences in order, provides details, and evaluates the experience; recalls 3 or 4 items removed from view Connect information from personal experiences to information from nonfiction texts, with assistance 12a. Recognizes and recalls 6. Tells about experiences in order, provides details, and evaluates the experience; recalls 3 or 4 items removed from view Relate more than one piece of information in sequence in retelling a story 18c. Retells stories 6. Retells a familiar story in proper sequence, including major events and characters Share observations from classroom and home 9d. Tells about another time or place 6. Tells stories about other times and places that have a logical order and that include major details Ask questions to clarify directions and/or classroom routines 9c. Uses conventional grammar 6. Uses complete, four- to six-word sentences Respond orally to simple questions and/or directions 8a. Comprehends language 6. Responds appropriately to specific vocabulary and simple statements, questions, and stories 8b. Follows directions 6. Follows directions of two or more steps that relate to familiar objects and experiences Share information, using appropriate visual aids (e.g., puppets, toys, and pictures) to illustrate a word or concept, with assistance Dramatize an experience or event 14b. Engages in sociodramatic play 4. Acts out familiar or imaginary scenarios; may use props to stand for something else Standard 2: Students will read, write, listen, and speak for literary response and expression. Alignment 2010 Teaching Strategies, Inc., 15

16 Interpret words of characters in stories, with assistance 8a. Comprehends language 6. Responds appropriately to specific vocabulary and simple statements, questions, and stories Engage in conversations with adults and peers regarding pictures, books, 10a. Engages in conversations and experiences 6. Engages in conversations of at least three exchanges Role-play characters or events from stories 18a. Interacts during read-alouds and book conversations 8. Reconstructs story using pictures, text, and props; begins to make inferences and draw conclusions Express feelings about a work of fiction 2b. Responds to emotional cues 6. Identifies basic emotional reactions of others and their causes accurately Compare stories from personal experience with stories heard 12b. Makes connections Dictate stories with a beginning, middle, and end, with assistance 18a. Interacts during read-alouds and book conversations 6. Identifies story-related problems, events, and resolutions during conversations with an adult Describe the actions of characters in a story, with assistance 18a. Interacts during read-alouds and book conversations 6. Identifies story-related problems, events, and resolutions during conversations with an adult Tell real or imaginative stories on the basis of their response to illustrations 18a. Interacts during read-alouds and book conversations 6. Identifies story-related problems, events, and resolutions during conversations with an adult Describe familiar persons, places, or objects 9a. Uses an expanding expressive vocabulary 6. Describes and tells the use of many familiar items Recite short poems, nursery rhymes, and finger plays 15a. Notices and discriminates rhyme 2. Joins in rhyming songs and games Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Share what they know about a topic 11a. Attends and engages 6. Sustains work on age-appropriate, interesting tasks; can ignore most distractions and interruptions Express an opinion about a story, poem, finger play, or poster 11d. Shows curiosity and motivation 6. Shows eagerness to learn about a variety of topics and ideas Compare characters or events in two stories, with assistance 12b. Makes connections Alignment 2010 Teaching Strategies, Inc., 16

17 Express an opinion about the color and form of illustrations 33. Explores the visual arts Brainstorm to create an experience chart, with assistance 24. Uses scientific inquiry skills Discuss different versions of the same story 18a. Interacts during read-alouds and book conversations 6. Identifies story-related problems, events, and resolutions during conversations with an adult Relate events or characters in a story to their lives 12b. Makes connections Standard 4: Students will read, write, listen, and speak for social interaction. Participate in small or large group storytelling, singing, and finger play, in order to interact with classmates and adults in the classroom and school environment 2c. Interacts with peers 6. Initiates, joins in, and sustains positive interactions with a small group of two to three children Share rhymes with peers and familiar adults 2c. Interacts with peers 6. Initiates, joins in, and sustains positive interactions with a small group of two to three children 15a. Notices and discriminates rhyme 2. Joins in rhyming songs and games Respect the age and gender of the listener NA NA Discuss the content of friendly notes, cards, and personal narratives, in a NA NA group, to get to know the writer and each other Mathematics Problem Solving Strand Students will build new mathematical knowledge through problem solving. PK.PS.1 Explore, examine, and make observations about a social problem or mathematical situation PK.PS.2 Interpret information correctly, identify the problem, and generate possible solutions Students will solve problems that arise in mathematics and in other contexts. PK.PS.3 Act out or model with manipulatives activities involving mathematical content from literature and/or story telling 11c. Solves problems 6. Solves problems without having to try every possibility 11c. Solves problems 6. Solves problems without having to try every possibility 14b. Engages in sociodramatic play 4. Acts out familiar or imaginary scenarios; may use props to stand for something else 32. Demonstrates simple geographical knowledge Alignment 2010 Teaching Strategies, Inc., 17

18 PK.PS.4 Formulate problems and solutions from everyday situations (e.g., as counting the number of children in the class or using the calendar to teach counting) Students will apply and adapt a variety of appropriate strategies to solve problems. PK.PS.5 Use informal counting strategies to find solutions PK.PS.6 Experience teacher-directed questioning process to understand problems PK.PS.7 Compare and discuss ideas for solving a problem with teacher and/or students to justify their thinking PK.PS.8 Use manipulatives (e.g., tiles, blocks) to model the action in problems PK.PS.9 Use drawings/pictures to model the action in problems Students will monitor and reflect on the process of mathematical problem solving. PK.PS.10 Explain to others how a problem was solved, giving strategies Reasoning and Proof Strand Students will recognize reasoning and proof as fundamental aspects of mathematics. PK.RP.1 Understand that mathematical statements can be true or false Students will make and investigate mathematical conjectures. PK.RP.2 Investigate the use of knowledgeable guessing as a mathematical tool 11c. Solves problems 8. Thinks problems through, considering several possibilities and analyzes results 11e. Shows flexibility and inventiveness in thinking 4. Uses creativity and imagination during play and routine tasks 20a. Counts 6. Verbally counts to 20; counts objects accurately; knows the last number states how many in all; tells what number (1 10) comes next in order by counting 11c. Solves problems 6. Solves problems without having to try every possibility 11c. Solves problems 8. Thinks problems through, considering several possibilities and analyzes results 11c. Solves problems 6. Solves problems without having to try every possibility 11c. Solves problems 6. Solves problems without having to try every possibility 11e. Shows flexibility and inventiveness in thinking 6. Changes plans if a better idea is thought of or proposed Alignment 2010 Teaching Strategies, Inc., 18

19 PK.RP.3 Explore guesses, using a variety of objects and manipulatives Students will develop and evaluate mathematical arguments and proofs. PK.RP.4 Listen to claims other students make Communication Strand Students will organize and consolidate their mathematical thinking through communication. PK.CM.1 Understand how to organize their thought processes with teacher guidance Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others. PK.CM.2 Share mathematical ideas through the manipulation of objects, drawings, pictures, and verbal explanations Students will analyze and evaluate the mathematical thinking and strategies of others. PK.CM.3 Listen to solutions shared by other students 11b. Persists 6. Plans and pursues a variety of appropriately challenging tasks 10b. Uses social rules of language 6. Uses acceptable language and social rules while communicating with others; may need reminders 11c. Solves problems 6. Solves problems without having to try every possibility 8a. Comprehends language 8. Responds appropriately to complex statements, questions, vocabulary, and stories PK.CM.4 Formulate mathematically relevant questions with teacher guidance 24. Uses scientific inquiry skills Students will use the language of mathematics to express mathematical ideas precisely. PK.CM.5 Use appropriate mathematical terms, vocabulary, and language Connections Strand Students will recognize and apply mathematics in contexts outside of mathematics. PK.CN.1 Recognize the presence of mathematics in their daily lives 9a. Uses an expanding expressive vocabulary 6. Describes and tells the use of many familiar items 12b. Makes connections PK.CN.2 Use counting strategies to solve problems in their daily lives 20a. Counts 6. Verbally counts to 20; counts objects accurately; Alignment 2010 Teaching Strategies, Inc., 19

20 PK.CN.3 Recognize and apply mathematics to objects and pictures Representation Strand Students will create and use representations to organize, record, and communicate mathematical ideas. PK.R.1 Use multiple representations, including verbal language, acting out or modeling a situation, and drawing pictures as representations PK.R.2 Use standard and nonstandard representations Students will use representations to model and interpret physical, social, and mathematical phenomena. PK.R.3 Use objects to show and understand physical phenomena (e.g., guess the number of cookies in a package) PK.R.4 Use objects to show and understand social phenomena (e.g., count and represent sharing cookies between friends) PK.R.5 Use objects to show and understand mathematical phenomena (e.g., draw pictures to show a story problem, show number value using fingers on your hand) Number Sense and Operations Strand Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Number Systems PK.N.1 Count the items in a collection and know the last counting word tells how many items are in the collection (1 to 10) knows the last number states how many in all; tells what number (1 10) comes next in order by counting 12b. Makes connections 20b. Quantifies 6. Makes sets of 6 10 objects and then describes the parts; identifies which part has more, less, or the same (equal); counts all or counts on to find out how many 20b. Quantifies 6. Makes sets of 6 10 objects and then describes the parts; identifies which part has more, less, or the same (equal); counts all or counts on to find out how many 20b. Quantifies 6. Makes sets of 6 10 objects and then describes the parts; identifies which part has more, less, or the same (equal); counts all or counts on to find out how many 20a. Counts 6. Verbally counts to 20; counts objects accurately; knows the last number states how many in all; tells what Alignment 2010 Teaching Strategies, Inc., 20

21 PK.N.2 Count out (produce) a collection of a specified size 1 to 10 PK.N.3 Verbally count by 1 s to 10 PK.N.4 Explore the different representations of a group of objects PK.N.5 Draw pictures or other informal symbols to represent a spoken number up to 5 PK.N.6 Draw pictures or other informal symbols to represent how many in a collection up to 5 PK.N.7 Recognize numerals (0-5) PK.N.8 Use and understand the terms first and last Students will understand meanings of operations and procedures, and how they relate to one another. Operations number (1 10) comes next in order by counting 20b. Quantifies 6. Makes sets of 6 10 objects and then describes the parts; identifies which part has more, less, or the same (equal); counts all or counts on to find out how many 20a. Counts 4. Verbally counts to 10; counts up to five objects accurately, using one number name for each object 20b. Quantifies 4. Recognizes and names the number of items in a small set (up to five) instantly; combines and separates up to five objects and describes the parts 20b. Quantifies 4. Recognizes and names the number of items in a small set (up to five) instantly; combines and separates up to five objects and describes the parts 20c. Connects numerals with their quantities 4. Identifies numerals to 5 by name and connects each to counted objects 22. Compares and measures 4. Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume; knows usual sequence of basic daily events and a few ordinal numbers Alignment 2010 Teaching Strategies, Inc., 21

22 PK.N.9 Develop addition and subtraction readiness with sums up to 4 and subtraction involving one to four items, using manipulatives Algebra Strand Students will recognize, use, and represent algebraically patterns, relations, and functions. Patterns, Relations, and Functions PK.A.1 Duplicate simple patterns using concrete objects Geometry Strand Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes. Shapes PK.G.1 Match shapes, first with same size and orientation, then with different sizes and orientation PK.G.2 Informally play with solids (e.g., building blocks) Measurement Strand Students will determine what can be measured and how, using appropriate methods and formulas. Units of Measurement PK.M.1 Develop language such as bigger, longer, and taller to discuss length 20b. Quantifies 4. Recognizes and names the number of items in a small set (up to five) instantly; combines and separates up to five objects and describes the parts 23. Demonstrates knowledge of patterns 4. Copies simple repeating patterns 21b. Understands shapes 6. Describes basic two- and three-dimensional shapes by using own words; recognizes basic shapes when they are presented in a new orientation 21a. Understands spatial relationships 6. Uses and responds appropriately to positional words indicating location, direction, and distance 21b. Understands shapes 6. Describes basic two- and three-dimensional shapes by using own words; recognizes basic shapes when they are presented in a new orientation 22. Compares and measures 4. Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume; knows usual sequence of basic daily events and a few ordinal numbers PK.M.2 Relate specific times such as day and night 31. Explores change related to familiar people or places Statistics and Probability Strand Alignment 2010 Teaching Strategies, Inc., 22

23 Students will collect, organize, display, and analyze data. Organization and Display of Data PK.S.1 Sort and organize objects by one attribute (e.g., color, size, or shape) PK.S.2 Use physical objects to make graphs Analysis of Data PK.S.3 Count and compare groups formed (quantify groups formed) PK.S.4 Describe the attributes of objects 13. Uses classification skills 6. Groups objects by one characteristic; then regroups them using a different characteristic and indicates the reason 22. Compares and measures 4. Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume; knows usual sequence of basic daily events and a few ordinal numbers 22. Compares and measures 4. Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume; knows usual sequence of basic daily events and a few ordinal numbers Alignment 2010 Teaching Strategies, Inc., 23