forward prek academic content standards indicators - · pdf file2 the above mission statement...
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CATHOLIC DIOCESE OF MEMPHIS
PreK Language Arts, Mathematics, Social Studies, and Science
Academic Content Standards and Indicators with Educator Support
FORWARD
The mission statement of the Catholic schools in the Diocese of Memphis is: The Catholic Diocese of Memphis, Tennessee, System of Catholic Schools is committed to quality education in the spirit of Christ in accordance with the teachings of the Roman Catholic Church. Working in partnership with parents and families, we are dedicated to providing a safe and nurturing environment while preparing our students for the future through spiritual, intellectual, physical, emotional and moral formation.
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The above mission statement requires that each school provide relevant, meaningful, and quality instruction, not only in the Catholic religion, but also in all academic subjects. In promoting the implementation of the mission statement, the Assistant Superintendent of Catholic Schools, Sr. Angela T. Lydon, SBS, PhD, researched current trends in education and developed a curricular process and plan to involve principals and teachers. A volunteer committee of principals was formed to establish curricular parameters. Utilizing the research of professional educational organizations, the committee agreed on the following curricular guidelines. The curriculum would be: systemic, Gospel-based, standards-based, flexible, usable, and adaptable to the needs of individual schools. The principal’s committee also suggested the adoption of academic content standards and indicators for all grade levels, PreK – 12. We are sincerely grateful to the following principals for the initial input: Kathy Brooks, Richard Bush, Sr. Trudy Foster, Gail Fox, Denise Mason, Sr. Noelita McDermott, Darren Mullis, Richard Orians, Barbara Pettit, Jim Pohlman, Sr. Lynn Marie Ralph, Br. Mark Snodgrass, Karen Stimart, George Valadie, and Patricia Wyckoff. Throughout the 2004-2005 academic school year, curriculum meetings were held at each school. The sessions detailed what curriculum is, how curriculum is developed, what process would be used, and general information about contemporary objectives in curriculum. Soliciting input was foundational to the meeting structure. All were encouraged to volunteer for the initial core committee that would develop the curriculum during the summer. The next step in the process was to choose the standards and indicators best suited to our needs. The standards and indicators developed by the State of Ohio for its PreK – 12 schools were selected. The Ohio State Academic Content Standards are coherent and rigorous. They provide a set of clear expectations for students and teachers and they are user- friendly for parents and others. The standards and indicators delineate expectations at each grade level and facilitate the integration of subjects during instruction. Even further, standards and indicators promote educational equity and opportunity for all students. Developing a systemic curriculum is an enormous undertaking and requires the commitment, hard work, and dedication of skilled professionals who possess a strong knowledge-base in multiple disciplines. The present curriculum document is testimony to this reality and affirms the dedication of the Catholic school educators who gave freely of their time to align the standards, organizers, and grade-level indicators with realistic classroom instructional modes. We extend our deepest gratitude and appreciation to the dedicated
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educators of the Diocese of Memphis who gave of their time, energy, and expertise to undertake this curriculum project. We cannot thank them enough. They are:
Jean Rae Bowers, Catherine Mary Brickhill, Alicia A. Brown, Maureen Conley, Sandra S. M. Dawkins, Sr. Judy Franz, SBS, Nancy Gronostaj, Teddi Niedzwiedz, Linda D. Padawer, Barbara Pettit, Susan S. Powell, Jennifer Styers, and Lou Tansey.
We also wish to thank St. Benedict High School and Christian Brothers High School for their assistance in helping us complete this project. They willingly shared expertise and resources with us. For their gracious and generous help, we are greatly indebted. In August of 2005, elementary and middle schools received draft copies of the PreK – 8 language arts, mathematics, social stud ies, and science curricula. Grade- level meetings at each school were held in September and October. The purpose of these meetings was to explain the curricular format, answer any questions, and solicit input from the teachers and principals. A process for teacher and principal input to take place in the spring of 2006 was developed at these meetings. During the 2005-2006 academic school year, a process for developing a standards-based curriculum for the high schools was formulated. High school chairpersons and teachers met to structure and plan a standards-based curriculum for required courses. At present, a draft curriculum has been formulated and will be used during the 2006-2007 academic school year. Input and evaluation will be ongoing as part of the process. We are most grateful for the hard work and dedication of the high school teachers and thank each of them. We thank especially the following chairpersons: Adrien Alsobrook, Betsy Baker, Sr. Mary Louis Baltz, OP, Cornelius Barnes, Sr. Mary Brigid Burnham, OP, Wesley Corzine, Annette Dabaldo, Jack Grannin, Eileen Huey, John Juniker, Frank Maranise, Loretta McGrail, Patsy Rush, Sam Sharpe, and Peggy Steffan. The curriculum project of the Diocese of Memphis is truly in its beginning stages. More meetings will occur and more committees will be rallied. The ultimate goal of the project is to provide systemic academic content standards in all major areas of learning -- religion, math, language arts, science, social studies, technology, foreign language, speech, art, music, library and physical education. Agreed upon standards, organizers, and indicators guiding standards-based teaching plans and outcome reporting will change how we deliver instruction and how we assess learning.
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As a living document, the curriculum of the Diocese of Memphis will continue to develop and evolve. Above all, it will challenge educators to rethink curriculum and more appropriately meet the needs of the community of children and families we serve in the Diocese of Memphis.
GENERAL INFORMATION The following is general information which may be helpful in understanding our curriculum and the terminology used. Standards are general statements of content that all students should know in order to be considered literate in a discipline or subject. (In our curriculum document, the standards are in bold print and numbered in Roman Numerals) Organizers categorize the standards; they break down the standards into smaller subgroups. (In our curriculum document, organizers are italicized) Indicators are grade- level specific statements of knowledge that all students should demonstrate at their particular grade level. Indicators serve as checkpoints; they monitor progress for each grade level. (In our curriculum document, the indicators are numbered in Hindu-Arabic numbers) The standards for language arts, mathematics, social studies and science are listed below. Language Arts has 10 standards; Mathematics has 6 standards; Social Studies has 7 standards; and Science has 6 standards. LANGAUGE ARTS STANDARDS Phonemic Awareness, Word Recognition, & Fluency Acquisition of Vocabulary Reading Process: Concepts in Print, Comprehension Strategies, & Self-Monitoring Strategies Reading Application: Informational, Technical, & Persuasive Text
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Reading Application: Literary Text Writing Process Writing Application Writing Convention Research Communication: Oral & Visual MATH Number, Number Sense, and Operations Measurement Geometry and Spatial Sense Patterns, Functions, and Algebra Data Analysis and Probability SOCIAL STUDIES History People in Society Geography Economics Government Citizenship Rights Social Studies Skills & Methods SCIENCE Earth & Space Science Life Science Physical Science Science and Technology Scientific Inquiry Scientific Ways of Knowing
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CONTENT STANDARDS
The early learning content standards for the Catholic Diocese of Memphis describe essential concepts and skills for young children to learn and do in the areas of English language arts, mathematics, social studies, science and practical life. These standards and indicators serve as a framework for designing and implementing meaningful curricula and intentional learning experiences within all preschool and child care settings. Based on research, these achievable indicators serve as checkpoints for the specific knowledge, understandings and skills children can demonstrate as a result of their learning at the end of the preschool years. Therefore, educators must understand the range and scope of content represented by the indicators. The design of these standards is a continuum from which 3-year-old and 4-year-old preschool educators can implement curricula – taking into account the wide variability of children’s learning experiences, pace of learning, learning styles, knowledge, etc. – to meet the needs of all preschool children no matter where they fall on the continuum. The 3-year-old educator must start with a very basic interpretation of the indicators which sometimes involves no more than exposure or introduction to a concept. Thus, a firm foundation is formed on which the educator can then build as the children’s knowledge grows. The 4-year-old educator adds detail and complexity to building children’s knowledge as a higher level of interpretation of the indicators is explored in the curriculum. Through varied learning experiences and opportunities, educators support individual children’s construction of conceptual knowledge and skills along their developmental path of learning from the point of entry into the content toward the point of performance levels in the indicators. It is essential for any successful preschool program that 3-year-old and 4-year-old educators work together in an effort to create a comprehensive and fluid curriculum from the standards. The purpose of this document is to assist early childhood educators in the design and implementation of meaningful curricula and intentional early learning experiences and practices aligned to standards based indicators. The list of strategies and ideas to support young learners is not comprehensive but serves as a starting point for thoughtful curriculum design and teaching practices. Example of continuum:
1. Phonemic Awareness, Word Recognition and Fluency Standard. Phonological and Phonemic Awareness
v Identify matching sounds and recognize rhymes in familiar stories, poems, songs,
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and words.
v Explore rhyming words by making up silly, simple rhyming songs.
v Read The Cat in the Hat - introduce cat and hat as words that rhyme.
v Give children a word and see if they can come up with a rhyme. v Identify rhyming words in a read-out- loud story.
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PreK Language Arts, Mathematics, Social Studies, and Science
Academic Content Standards and Indicators with Educator Support
CONTENT
English Language Arts
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The Learner Will: The Educator May Support the Learner By: I. Phonemic Awareness, Word Recognition & Fluency Standard Phonological and Phonemic Awareness
1. Identify matching sounds and recognize rhymes in familiar stories, poems, songs and words (e.g., cat/hat, dog/frog).
2. Hear sounds in words by isolating the syllables of a word using snapping, clapping, or rhythmic movement (e.g., cat, ap-ple).
3. Differentiate between sounds that are the same and different (e.g., environmental sound, animal sounds, phonemes).
Word Recognition 4. Recognize when words share phonemes (sounds) and repeat the
common phoneme (e.g., /b/ as in Bob, ball, baby; /t/ as in Matt, kite, boat).
5. Identify own name in print. 6. Recognize and name some upper and lower case letters in addition to
those in first name. Fluency
7. Recognize that words are made up of letters (e.g., c-a-t). 8. Recognize and “read” familiar words or environmental print (e.g.,
McDonalds, Bob Evans). 9. Demonstrate an understanding of reading fluency by use of phrasing,
intonation and expression in shared reading (e.g., Brown Bear, Brown Bear).
• Reading, singing, dancing with children. [M; S; SS] • Playing a variety of musical instruments and music that reflects family
cultures and traditions. [S – I, II] • Providing opportunities to explore sounds in and outside of the
classroom. • Demonstrating how sounds add to the enjoyment of reading various
texts. • Providing areas for children to sing and dance along with music and
rhymes. [SS – I, II] • Allowing for frequent discussions about rhyming sounds, repetitious
sounds, word parts (syllables) and words. • Inviting children to play with sounds and rhymes through a variety of
games, songs and stories. [S – III] • Displaying and discussing names in print. • Providing children access to letters in many forms: alphabet blocks,
letter cards, board games, magnetic letters, name puzzles, and ABC’s on wall charts.
• Providing print materials such as magnetic letters, labels, books, signs, photographs, newspapers, etc. [SS – III]
• Showing that a word is a unit of print with space on either side within context of shared reading or writing experience.
• Talking about letters and words in context, pointing our distinctive features.
• Creating a “print rich” environment and talking about print that is meaningful and relevant to children. [M; S; SS]
• Reading aloud a variety of stories—fiction and nonfiction. [S; M; SS] • Reading favorite stories to children when requested so that they may
participate in reading.
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• Providing physical arrangement of classroom to promote time with
books. • Maintaining a collection of attractive story and informational books for
children to use daily during free time. • Providing opportunities for lap time reading to individual children. • Providing time daily for shared reading using storybooks and big
books with rhyme, repetitious and/or predictable patterns. • Sharing books with children, including Big Books, modeling reading
behaviors.
II. Acquisition of Vocabulary Standard Contextual Understanding
1. Understand the meaning of new words from context of conversations, the use of pictures that accompany text or the use of concrete objects.
2. Recognize and demonstrate an understanding of environmental print (e.g., STOP on a stop sign).
• Providing opportunities for children to engage in meaningful conversations. [SS; S; M; ELA – IX]
• Using new and meaningful words in conversations with children. • Arranging environment to include time for conversations and book
talk. • Developing and extending children’s use of vocabulary in different
contexts. [SS; S; M] • Talking about new words found within shared or individual text and
familiar environment. • Reading variety of interesting children’s books with colorful,
descriptive vocabulary. • Visiting the public library frequently for story time and to take out
books for the class. • Pointing out print on signs, buildings, vehicles, etc. outside of school
and discussing their purpose. [ELA –I; SS – III] • Creating familiar environments with authentic props and print
materials within the classroom (e.g., stores, offices, zoos, etc.).
English Language Arts
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Conceptual Understanding
3. Name items in common categories (e.g., animals, food, clothing, transportation, etc. 4. Demonstrate or orally communicate position and directional words
(e.g., inside, outside, in front of, behind). Tools and Resources
5. Determine the meaning of unknown words with assistance or cues from an adult (e.g., providing a frame of reference, context or comparison).
• Engaging children in playful collecting, sorting and classifying of
items. [M-IV] • Displaying children’s favorite collection items from children’s homes
and discussing their attributes and use. • Providing opportunities for active movement of their body in space and
use the language to describe the actions. [M-III]
• Modeling use of word walls and beginning dictionaries to discover meanings of unknown words.
• Maintaining and using collections of age appropriate reference materials to locate information (e.g., concept books, pictionaries). [M; S; SS]
III. Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard Concepts of Print
1. Understand that print has meaning by demonstrating the functions of print through play activities (e.g., orders from a menu in pretend play).
2. Hold books right side up, know that people read pages from front to back, top to bottom and read words from left to right.
Comprehension Strategies
3. Begin to distinguish print from pictures. 4. Begin to visualize, represent, and sequence an understanding of text
through a variety of media and play. 5. Predict what might happen next during reading of text.
• Providing variety of print materials throughout the environment for children’s use in play.
• Using a ‘pointer’ when reading from an enlarged text (e.g., Big Book, chart or poster) so that children can follow the print as it is read (print is read left to right and top to bottom).
• Pointing out conventions of print within shared text (e.g., big books, charts, poetry, posters). [ELA – VIII]
• Talking about how a book works by pointing out cover, back, title, authors, illustrators, illustrations, page turning, etc. during read alouds and shared reading.
• Drawing attention to relationships between words and pictures. • Pointing to and discussing pictures in text during read aloud and shared
reading. [M; S; SS] • Modeling and teaching children the appropriate handling of books.
• Providing a wide choice of materials and opportunities for children to
demonstrate and represent their understanding of text (e.g., drawing, clay, oral expression, dramatization, etc.).
• Sharing stories and books with predictable outcomes. [SS; S; M]
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6. Connect information or ideas in text to prior knowledge and experience (e.g., “I have a new puppy at home too.”).
7. Answer literal questions to demonstrate comprehension of orally read age-appropriate texts.
Self-Monitoring Strategies
8. Respond to oral reading by commenting or questioning (e.g., “That would taste yucky.”).
Independent Reading
9. Select favorite books and poems and participate in shared oral reading and discussions.
• Demonstrating use of context cues to construct meaning. • Providing appropriate pauses in reading of text for children to respond
or comment. • Asking children to predict what will happen next, who the character
might be, where the action will take place, etc. [SS – I; S – V] • Encouraging children to share experiences related to reading and
viewing. • Bridging events in stories to children’s lives through discussions about
books and personal experiences. [S; SS] • Providing opportunities for children to retell stories using dramatic
play, drawing, picture sequencing, etc. • Modeling sequencing of events by using pictures and through daily
conversations. [S – II, III; SS – I] • Providing activities that encourage sequencing, such as flannel boards,
puzzles, blocks. [M; SS] • Asking questions that require children to provide details about the
character and actions in pictures and text. • Allowing children to create their own endings to familiar stories. • Encouraging discussion and praise critical and divergent thinking. • Modeling, promoting and encouraging children’s discussion that goes
beyond the literal level. [SS; S; M] • Providing time for comparison, creation of possibilities, changes in
his/her thinking, and making connections. [SS; S; M]
• Interweaving text reading to model techniques for questioning and commenting.
• Providing appropriate pauses in reading of text for children to respond, comment, or ask questions related to text.
• Providing a large and diverse collection of children’s books, poems for children to self select during free time or to take home. [M; S; SS]
• Reading and rereading familiar, favorite stories, and books of interest to children through read alouds and shared reading. [M; S; SS]
• Encouraging children to explore a variety of texts. [M; S; SS] • Modeling reading behaviors and strategies for children to follow.
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• Encouraging children to select their own books and “read” independently every day.
• Inviting children to participate in interactive read aloud and shared reading experiences. [ELA – X]
IV. Reading Applications: Informational, Technical and Persuasive Text Standard
1. Use pictures and illustrations to aid comprehension (e.g., talks about picture when sharing a story in a book).
2. Retell information from informational text. 3. Tell the topic of a selection that has been read aloud (e.g., What is the
book about?). 4. Gain text information from pictures, photos, simple charts and labels. 5. Follow simple directions.
• Demonstrating use of context and picture cues to construct meaning.
[ELA – III] • Drawing attention to relationships between words and pictures in
constructing meaning. • Providing a large and diverse collection of informational text in the
classroom (e.g. books about the alphabet, number, animal, space, dinosaurs, famous people in history). [M; S; SS; ELA – IX]
• Sharing a variety of interesting children’s nonfiction/informational text. [M; S; SS; ELA – IX]
• Providing time for daily discussions around informational text. • Providing a wide choice of materials and opportunities for children to
demonstrate and represent their understanding of text (e.g., drawing, clay, oral expression, dramatization, etc.).
• Modeling use of simple charts, pictures, labels on classroom materials and text to gain information.
• Creating signs, rules to follow, and labels with children at their request for different areas for the classroom. [ELA – VI, VII; S; SS; M]
• Creating and modeling use of charts for following directions (e.g., recipes and simple procedures using rebus and printed words).
[ELA – VI, VII; S; SS; M] V. Reading Applications: Literary Text Standard
1. Identify characters in favorite books and stories. 2. Retell or re-enact events from a story through a variety of media and
play events (e.g., dramatize a favorite story). 3. Begin to demonstrate an understanding of the differences between
fantasy and reality (e.g., talking flowers and animals). 4. Participate in shared reading of repetitious or predictable text.
• Reading and rereading familiar and favorite stories through read alouds
and shared reading experiences. • Sharing stories, and poems that reflect family cultures and traditions.
[SS – I, II] • Asking questions that help children identify with characters and
actions in the story. • Varying voice to indicate character dialogue while sharing stories. • Providing opportunities for children to discuss characters and retell
favorite books and stories using their own language. • Incorporating movement, such as hand and finger play, into songs and
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stories. • Providing opportunities for children to retell stories using dramatic
play, drawing, picture sequencing, etc. [ELA – III, X] • Making comments about relations between the story and real life. • Creating space and providing props for dramatic plays, dance, and
music and movement. • Providing picture books with limited text that children can ‘read’ to
themselves and others. VI. Writing Processes Standard Prewriting
1. Generate ideas for a story or shared writing with assistance. 2. Choose a topic for writing related to shared or personal experience.
Drafting, Revising and Editing
3. Begin to determine purpose for writing (e.g., writing invitations to a birthday party).
4. Generate related ideas with assistance. 5. Dictate or produce “writing” to express thoughts. 6. Repeat message conveyed through dictation or “writing” (e.g., retell
what was written). Publishing
7. Begin to use resources (e.g., labels, books, adults, word walls, computer, etc.) to convey meaning.
8. Display or share writing samples, illustrations and dictated stories with others.
• Providing opportunities for large and small group discussions about
shared experiences. [M; SS; S] • Providing varied and interesting experiences in and outside of the
classroom. [M; SS; S] • Generating and selecting topics for shared writing with children.
• Demonstrating that writing is purposeful and has an intended audience. • Generating ideas to support child selected topics. • Modeling the writing process through authentic, purposeful and
meaningful shared writing experiences. [M; SS; S] • Acting as scribe as children dictate their stories and experiences. • Modeling and pointing out links between oral and written language
(i.e. spoken word written down). • Reading message composed with children through shared or interactive
writing. [ELA – II] • Modeling use of resources to compose writing/drawing (e.g., word
walls, name charts, alphabet line, pens, markers, envelopes, decorations, etc).
• Providing a “risk free”, supportive environment for children to share “writing” and stories. [ELA – IX]
• Inviting and providing opportunities for children to share or “read” their “writing” with others. [ELA – IX]
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VII. Writing Applications Standard 1. Dictate stories or produce simple stories using pictures, mock letters
or words. 2. Name objects and label with assistance from adult cues (e.g., table,
door). 3. Play at writing from top to bottom, horizontal rows as format. 4. Dictate words or produce writing approximations for a variety of
purposes (e.g., menus in dramatic play, note to friend).
• Acting as scribe as children dictate their stories and experiences.
[ELA – VI] • Demonstrating that writing communicates a message. • Encouraging and celebrating children’s writing attempts. • Writing about pictures and shared experiences. • Encouraging children to experiment with writing within the context of
play and daily activities. [ELA – VIII] • Modeling writing and its conventions every day (e.g., left to right and
top to bottom composition). • Setting up a message center or communication/writing interest area in
the classroom. • Encouraging children to “write” for variety of purposes within context
of daily activities and play. • Providing a variety of materials for writing (e.g., writing center with
paper, markers, letter stamps, scissors, etc.) • Ensuring that children have opportunities to “write” for a variety of
audiences and purpose (e.g., invitations to a classroom party, thank you notes, birthday cards, to get information about a field trip or map to the zoo. [SS; M; S; ELA – VI]
VIII. Writing Conventions Standard Handwriting
1. Print letters of own name and other meaningful words with assistance using mock letters and/or conventional print.
2. Begin to demonstrate letter formation in “writing”.
• Providing many opportunities for children to see and use their name in
print. [ELA – I] • Modeling and encouraging use of name chart in room. • Modeling and encouraging children to participate in shared and
interactive writing activities. [ELA – VI] • Focusing on the way print works (print concepts and conventions).
[ELA – I, III] • Describing the formation of letters in child related language during
model, shared and interactive writing experiences. • Providing resources from which children can copy and/or “write”
letters and familiar words (e.g., alphabet books, cards, stamps, picture dictionaries, magnetic letters, word walls, labels and name charts). [ELA - IX]
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Spelling
3. Scribble familiar words with mock letters and some actual letters (e.g., love, Mom, child’s name).
Punctuation and Capitalization
4. Indicate an awareness of letters that cluster as words, words in phrases or sentences by use of spacing, symbols or marks.
• Encouraging experimentation with writing. [ELA – VII] • Providing journals, memo pads, etc. for children to “write”. • Providing a variety of materials for writing (e.g., pencils, markers,
paper of various sizes, markers, etc.). • Using correct terminology for the concepts of print such as letters,
sounds, words, title, author, illustrator, etc. [ELA – II]
• Modeling and pointing out the use of stopping points in composition of writing (e.g., space between words, marks to end thoughts). [ELA – VII]
• Encouraging experimentation with writing.
IX. Research Standard 1. Ask questions about experiences, areas of interest, pictures, letters,
words, logos or icons (e.g., EXIT on a sign in the grocery store). 2. Use a variety of resources to gather information with assistance (e.g.,
pictionary, informational picture books). 3. Recall information about a topic dictated or constructed by child. 4. Share findings of information through retelling, media and play (e.g.,
draw a picture of the desert).
• Providing frequent opportunities to investigate and gather information around ideas and topics generated/identified by children. [S; M; SS; ELA – IV]
• Providing opportunities for children to engage in meaningful conversations.
• Maintaining and using collections of age appropriate reference materials to locate information (e.g., concept books, informational text, catalogs, picture/”coffee table” books, pictionaries). [ELA – IV]
• Pointing to and discussing pictures in text during shared reading of informational or nonfiction text. [ELA – IV, V]
• Encouraging the sharing of experiences related to “reading” and viewing of text. [ELA – III]
• Encouraging discussion of many points of view and of critical and divergent thinking. [S; SS]
• Providing time for comparison, creation of possibilities, changes in his/her thinking, and making connections as to newly found information. [ELA – II]
• Sharing a variety of interesting children’s nonfiction/informational text. [ELA – IV, V; SS; S; M]
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• Providing a wide choice of materials/media and opportunities for
children to demonstrate and represent their understanding (e.g., drawing, clay, oral expression, dramatization, etc.). [ELA – X; SS – VII]
• Encouraging and supporting children’s curiosities and inquiry as “researchers. [S – V]
• Engaging children in generating areas/topics to investigate as part of the curriculum or theme of study.
• Posing thought provoking questions to motivate a need to seek additional information around topics/ideas selected by children. [SS – IV, VI]
X. Communication: Oral and Visual Standard Listening and Viewing
1. Attend to speakers, stories, poems and songs. 2. Connect information and events to personal experiences by sharing or
commenting. 3. Follow simple oral directions.
• Modeling attending behavior as children share creations, stories and
experiences. • Sharing variety of stories, nonfiction, books, songs, poems. [M; S;
SS; ELA – I, III] • Sharing stories, songs, poems that reflect family cultures and
traditions. • Bridging information and events to children’s lives through
discussions. [ELA – II; S; SS] • Modeling and providing opportunities for children to follow
directions. • Asking children to retell or repeat directions. • Providing opportunities to give directions to peers. [SS – III; M – III] • Helping children to give and receive simple explanations, information
and instructions.
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Speaking Skills and Strategies 4. Speak clearly and understandably to express ideas, feelings and needs. 5. Initiate and sustain a conversation through turn taking.
• Providing models of correct oral expression (e.g., grammar and
sentence structure). • Focusing on language structures and patterns through songs, chants,
rhymes and stories. [ELA – I] • Providing opportunities for children to encounter a range of purposes,
audiences and situations that challenge them to use language in many different ways. [ELA – II; M; S; SS]
• Modeling commenting, questioning, signing, and use of turn taking during conversations.
• Offering praise to children for effectively communicating wants, feelings, ideas and needs.
• Allowing ample wait time/think time for children. • Providing frequent opportunities for conversations among children and
adults. [ELA – II; M; S; SS] • Allowing for frequent conversations during meals, snack, play times.
Speaking Applications 6. Present own experiences, products, creations or writing through the
use of language (e.g., share and talk about a drawing with others). 7. Participate in the recitation of books, poems, chants, songs, and
nursery rhymes (e.g., Little Miss Muffet).
• Modeling and encouraging children to adjust their language to suit
particular purposes, audiences and situations. • Encouraging children to tell stories, recount experiences, describe
ideas, events, objects, creations and report information and role-play characters and situations. [ELA; S; SS; M]
• Providing interesting and thought provoking learning activities.
Mathematics
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The Learner Will: The Educator May Support the Learner By: I. Number, Number Sense and Operations Standard Number and Number Systems
1. Count to 10 in the context of daily activities and play (e.g., number songs).
2. Touch objects and say the number names when counting in the context of daily activities and play (e.g., cookies on a plate, steps on a set of stairs).
3. Demonstrate one-to-one correspondence when counting objects (e.g., give one cookie to each child in group).
4. Determine “how many” in sets of 5 or fewer objects.
• Singing and saying number songs and rhymes while lining up, during transitions, before and after school.
• Modeling counting in appropriate situations (e.g., counting number of children in attendance, cups needed for snacks, counting steps as you climb stairs).
• Reading counting books with children. [ELA]
• Modeling stable order counting through play (e.g., “I wonder how many blocks Joshua has – one, two, three – he has three.”).
• Providing multiple opportunities and variety of materials/manipulatives for counting (e.g., blocks, collections of small things, computer software, materials with numerals, board games). [ELA; S; SS]
• Listening and encouraging children’s counting throughout the day, when appropriate. [ELA; S; SS]
• Providing multiple opportunities to demonstrate one-to-one correspondence within context of daily routines (e.g., ensuring each peer has one napkin during snack time).
• Providing materials that fit together in one-to-one correspondence. • Inviting children to gather and distribute materials at snack and meal
times; small-and large-group times. [ELA; S; SS] • Playing games that include either a die or spinner (with dots rather than
numerals) and interesting counters. • Playing gross motor games that involve rolling a large die and hopping
an equivalent number of spaces along a path. • Asking children to determine quantity or “how many” within context
(e.g., “How many children are at the sand table?” “How many connected puzzle pieces).
Mathematics
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5. Construct two sets of objects each containing the same number of objects (e.g., 5 crayons and 5 blocks).
6. Compare sets of equal, more, and fewer and use the language of comparison (e.g., equal, more
and fewer).
7. Group and regroup a given set in the context of daily activities and play (e.g., 5 blocks can be 2 blue and 3 green or 1 blue and 4 green).
8. Represent quantity using invented forms (e.g., child’s marks to represent a quantity of objects).
• Pausing during shared readings to count the number of items in identified set within stories and informational texts (e.g., Over in the Meadow by Ezra Zack Keats).[ELA – II, III, IV, V; S – II, III]
• Asking children to find the same number of objects as a prompt/model provided within context of daily living or play (e.g., selecting three animal crackers to match the 3 pictures of crackers on a recipe chart, counting same number of straws to match the number of juice containers).
• Asking questions that require comparisons(e.g., “Does Jenny have as
many goldfish crackers as Thomas?”). • Encouraging children to create and compare sets and explore number
relationships in many contexts (e.g., snack, dramatic play). • Providing materials for comparing numbers of things (e.g., counters,
blocks, manipulatives, art materials). • Listening for children’s spontaneous number comparisons (e.g.,
comparing numbers of materials, comparing numbers of things in representations, comparing ages).[ELA; S; SS]
• Encouraging children to create and compare sets (e.g., “I have 5 blocks, you have 6 blocks. Who has more?”)
• Providing opportunities within classroom routine to observe & count children and objects in groups. Examples of this include, “How many children are at school? How many children are at home?” “How many boys are here? How many girls?”
• Using flannel board pieces to represent sets of animals (e.g., Four dogs and one frog is five or two dogs and three frogs is five). [S – II]
• Providing opportunities for children to tally or record number (e.g.,
number of tadpoles in the container of pond water). [S; SS] • Modeling the purpose and multiple forms for tallying quantity (e.g.,
number of musical instruments needed so all peers may join the band). [S; SS]
• Providing opportunities to represent quantities in various ways (e.g., drawing representation of how many such as drawing 5 plates needed
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9. Write numerical representations (e.g., scribbles, reversals) or numerals in meaningful context (e.g., play situations).
10. Identify and name numerals 0-9.
11. Compare and order whole numbers up to 5.
for snack, use fingers to represent quantity such as, “How old are you.” • Modeling a variety of ways to represent numbers: writing numbers,
tally, draw invented forms, etc.). • Providing calendars, telephone books, counting books, paper and
writing tools in all centers in the classroom (e.g., dramatic play, blocks, etc.) to give children opportunities to use and represent numbers. An example is, a child takes orders in “the restaurant” and tallys the number of people who want hamburgers. [ELA; S; SS]
• Providing children access to numerals in many forms: number blocks,
magnetic numbers, number lines, felt numbers. • Providing children writing materials (e.g., pencils, paper, crayons,
markers, etc.). [ELA; S; SS] • Supporting children who are interested in writing numbers and letters. • Providing opportunities for numeracy problem solving and for children
to write numbers. • Creating calendars with children to record important days and events in
the classroom. [ELA; S; SS]
• Displaying and discussing numerals in print. • Talking about numerals in context, pointing out distinctive features to
help children visually discriminate between numerals. [ELA – I, II] • Creating a “print rich” environment and talking about print and
numerals within meaningful and relevant to children (e.g., calendar time). [ELA – I, II]
• Reading counting books with children. [ELA; S; SS] • Pausing during shared reading for children to identify and talk
numerals in the text (e.g., numerals on pages of counting books). • Using numbers to count down to a special day such as a field trip.
Experience can be linked to creating a print rich environment.
• Singing and saying counting songs and rhymes that provide an order to whole numbers (e.g., 5 Little Monkeys, Miss Spiders Tea Party). [ELA – X]
• Modeling and providing access to interactive charts using quantity (e.g., 5 green and speckled frogs). Demonstrate use of number by adding numbers to each frog and adding to the chart in order, “Here’s where the number one frog goes…”).
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12. Identify penny, nickel, dime and quarter and recognize that coins have
different values. Meaning of Operations
13. Construct sets with more or fewer objects than a given set.
14. Count on (forward) using objects such as cards, number cubes or dominoes that have familiar dot patterns (e.g., when selecting 5 apples from a bag, takes out two and continues counting 3, 4, 5).
15. Join two sets of objects to make one large set in the context of daily routines and play (e.g., combining 2 bags of raisins, each containing 3 pieces; combining 2 groups of blocks, each containing 3 blocks).
16. Distribute equally a set of objects into 2 or more smaller sets (e.g., shares 6 crackers with 3 friends equally).
• Creating dramatic play situations for counting, sorting and playing
with authentic looking “play” money/coins (e.g., restaurant, post office, bank, etc.).
• Talking about the features of coins (e.g., color, size) and discovering which coins are used to purchase certain items. [SS – IV]
• Talking about coins needed to purchase items for the classroom (e.g., fish, markers) during shopping excursions. [SS – IV]
• Posing and solving problems with children that occur in daily living or
real situations in the classroom, such as the following: *responding to questions (e.g., “If you have one more cup, how many will you have?’ and “How many people will be at the snack table if Amy comes?”). *using concrete materials to act out a solution, such as putting toy people in a doll bed when singing Ten in the Bed. [SS – IV]
• Playing path, card games and spinner games that use dot patterns. • Providing children access to floor number lines or counting/number
within the learning environment. • Solving problems that occur in daily living situations (e.g., decide if
there are enough apples to give two to each child during snack time or in the dramatic play area, predicting how many boots will be at the door if three children leave their boots there). [SS – IV]
• Posing and solving problems that occur in real situations (e.g.,
determining how to equitably divide a basket of objects for stringing among a small group (2 or more children). [SS – IV]
• Reading and sharing books and stories that pose sharing/division problems (e.g., The Doorbell Rang). [ELA – III, IV]
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II. Measurement Standard Measurement Units
1. Begin to identify and use the language of units of time. For example: a. Day, night, week b. Yesterday, today, tomorrow.
Use Measurement Techniques and Tools
2. Recognize that various devices measure time (e.g., clock, timer, calendar).
3. Sequence or order events in the context of daily activities and play (e.g., wash your hands before and after snacks, who’s next for the computer.
• Discussing classroom routines using language related to time. [SS – I] • Providing time for conversations and the sharing of events that
children and their families have experienced. [SS – I, II, V] • Sharing daily schedule, calendar and message board to serve as
reference and catalyst for dialogue. • Letting children know when time periods begin and end within the
daily schedule (e.g., using a signal, five minute timer). • Proving opportunities for children to move at different rates (e.g., play
fast and slow music, re-enact stories that incorporate different rates of movement). [S – III; ELA – I]
• Establishing and following a consistent daily routine. [SS – I, V]
• Providing materials children can use to signal stopping and starting of activities.
• Using different time measurement devices in context of real situations (e.g., dial timer to measure amount of time cookies need to bake in oven, calendar to discuss date of child’s birthday, etc.). [S – IV; SS – I]
• Providing sand timers for children to play with. • Relating lengths of time to familiar actions and events (e.g., cooking,
waiting for the bus or parents).
• Helping children learn the daily routine and anticipate what comes next by walking through it daily.
• Encouraging children to recall events through use of daily schedule, picture/drawings, oral expression, etc. [ELA – II]
• Illustrating the order of daily events with children (e.g., visual daily schedule of the day, morning message, etc.). [ELA – VI, VII]
• Informing children about changes in the daily routine (e.g., message board, discussions).
• Acting out a story in sequence after the story has been read several times. [ELA – III, IV, V]
• Posting and discussing classroom routines. • Involving children in time and order related experiences and then
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4. Begin to use terms to compare the attributes of objects (e.g., bigger, smaller, lighter, heavier, taller, shorter, more and less).
5. Order a set of objects according to size, weight or length (e.g., cups of
different sizes).
6. Measure length and volume (capacity) using non-standard units of
measure (e.g., how many paper clips long is a pencil, how many small containers it takes to fill one big container using sand, rice or beans).
discussing and/or recording the sequence of events (e.g., picture cards, words & rebus symbols). [S – I, III; SS – I]
• Discussing order of events relevant to children (e.g., meals and what happens when you plant a seed). [S – II]
• Providing a variety of manipulatives for exploration of attribute comparisons (e.g., blocks, counters, rice, beans, water, rocks, etc.).
• Providing opportunity for comparing sizes of natural objects (e.g., big and little leaves, shells, or rocks). [S – I, III]
• Providing opportunity and conversation for comparing the number of objects or amount of “stuff” that will fit in various sizes of containers.
• Providing opportunities to compare size, amount of different quantities (e.g., using “stuff” such as sand, water, beans, or rice) and of different lengths (e.g., pencils, children, plants, and other items in the environment). [S – II, III; SS – III]
• Providing materials whose attributes children can easily compare (e.g., sets of materials in two sizes, materials children can shape and change, materials with other contrasting attributes). [M – IV; S – III, IV]
• Storing and labeling materials in a way that encourages children to compare attributes.
• Providing collections and sets of materials (e.g., sets of materials in
three or four sizes such as nesting cups, measuring cups and spoons; materials that children can use to make their own series and patterns such as beads, blocks).
• Reading stories and encouraging children to represent stories in which size relationships play an important role (e.g., dool house furniture or props –chairs, beds- for The Three Bears). Ask children to “Put in order from smallest to largest.” [ELA – III, VI, VII]
• Providing and posing problem situations/questions, with a variety of
materials, that encourage use of non-standard measurement tools (e.g., dowel rods, child’s shoe or hand, large paper clips, blocks, string, yarn, or other “tools”) the children select. [S – IV, V; SS – III]
• Providing a variety of materials and containers in the sensory table to compare how much each holds (volume).
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III. Geometry and Spatial Sense Standard Characteristics and Properties
1. Match identical two- and three-dimensional objects found in the environment in play situations (e.g., 2 squares of same size, 2 stop signs).
2. Sort and classify similar two- and three- dimensional objects in the environment and play situations (e.g., paper shapes, 2 balls of different size).
3. Identify, name, create and describe common two-dimensional shapes
in the environment and play situations (e.g., circles, triangles, rectangles and squares).
4. Identify, name and describe three- dimensional objects using the child’s own vocabulary (e.g., sphere – “ball”, cube – “box”, cylinder – “can” or “tube, and cone – “ice cream cone”).
• Providing materials for sorting and matching of shapes. • Using regularly shaped materials (two and/or three dimensional) at
small group. • Watching for shape-making play and listening for shape talk (e.g.,
construction at block center, painting/drawing at art center) where children find and talk about matching shapes. [ELA – II]
• Providing well-designed activities, center, various manipulative
materials and guided conversations where children can explore, predict and reason about geometric ideas (e.g., finding social and geometric shapes in snacks, finding shapes that match a given shape, continuing patterns with geometric shapes). [M – IV; ELA – II, X; S – I, II, III]
• Creating patterns with geometric shapes (e.g., tangrams, stringing beads, puzzles) and creating various shapes with materials (e.g., clay, paper, play dough, shape cookie cutters, etc.).
• Talking about common two-dimensional shapes in context, pointing
out and discussing distinctive features. [ELA – II, X] • Making use of block center by expanding time and adding materials to
build with a variety of blocks. • Rearranging and reshaping objects by manipulating them in different
ways (e.g., folding, twisting, stretching, stacking, flipping, turning activities such as, using their bodies to make and change shapes, creating symmetrical figures with finger paint and folding the paper, creating designs by folding and cutting paper, exploring with pattern blocks, attribute blocks and string). [M – IV]
• Talking about three-dimensional shapes; pointing out and discussing
distinctive features. [ELA – II, V] • Talking about three-dimensional objects during every day experiences
such as during gross motor/outdoor play, block and play dough experiences. [ELA – II, X]
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Spatial Relationships
5. Demonstrate and begin to use the language of the relative position of objects in the environment and play situations (e.g., up, down, over, under, top, bottom, inside, outside, in front, behind, between, next to, right side up and upside down).
• Providing opportunities for children to explore their immediate
environment (e.g., school, playground, immediate neighborhood). [SS – III]
• Providing opportunities and materials to explore spatial concepts through moving objects, including their own bodies, through space (e.g., building a variety of blocks, including large blocks to build structures and enclosures they can enter, and tabletop blocks, setting a table for snacks and other household tasks in the dramatic play area).
• Providing materials (e.g., blocks, paper and cloth, clay and dough, rubber bands and elastics, thread, string, yarn, ribbon, rope, wire, pipe cleaners) to shape and arrange by wrapping, twisting, stretching, stacking. [S – III; SS – III]
• Encouraging children to crawl, roll, bounce and lie on their backs during structured motor activities and as related to music.
• Providing experiences to explore and describe positions, directions, and distances in the play space, building and neighborhood (e.g., providing materials children can set in motion, providing lots of opportunities for children to move, conversing with children about positions). [ELA – II; SS – III; S – III]
• Designing opportunities for children to encounter and solve position problems.
• Providing opportunities for children to interpret spatial relations in drawings, picture, and photographs (e.g., providing a wide variety of pictorial materials, materials to make own picture). [ELA – II]
• Displaying and conversing with children about photos and drawings of block structures. [ELA – II]
• Selecting books that make use of “spatial” language (e.g., Going on a Bear Hunt; Inside, Outside, Upside Down). [ELA – II, IV, V]
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IV. Patterns, Functions and Algebra Standard Use Patterns, Relations and Functions
1. Sort, order and classify objects by one attribute (e.g., size, color, shape, use).
2. Identify, copy, extend and create simple patterns or sequences of sounds, shapes and motions in the context of daily activities and play (e.g., creates red, blue, red, blue pattern with blocks).
Use Algebraic Representations
3. Use play, physical materials or drawings to model a simple problem (e.g., There are 6 cookies to be shared by 3 children. How many cookies can each child receive?).
• Providing interesting materials to explore, sort, match and discuss the similarities, differences and attributes of things during circle time. [M – III; S – III]
• Having children assist in organizing the room and materials. • Supporting children as they collect things; making time for collecting
and listening for children’s comments and descriptions. [M – V; S – III]
• Considering times for choosing and storing toys as ongoing opportunities for children to sort and match, order and classify materials (e.g., putting blocks of the same shape in the appropriate space on the block shelf, putting dramatic play materials away based on their function such as, food items together, dishes together, dress-up clothes sorted by type).
• Asking children to make labels for new materials (e.g., nuts, seeds for use in the art area).[ELA – VI, VII]
• Listening for and extending children’s references to attributes, similarities and differences as they solve problems. [ELA – II; S- I, II, III]
• Storing and labeling materials in a way that encourages children to compare attributes.
• Singing, dancing, clapping, chanting and moving with children to different rhythmic patterns. [ELA – I; S – III]
• Providing collections of materials that children can use to make their own patterns across the curriculum (e.g., art materials, pattern blocks, unifix cubes, attribute blocks, picture cards, buttons, nuts, etc.). [S – III; M – III]
• Providing the materials and props for children to model or represent simple problems, with assistance.
• Sharing children’s books that pose problems for modeling (e.g., The Doorbell Rang). [ELA – III]
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• Modeling ways to solve simple math problems in meaningful context (e.g., planning the number of materials needed to purchase to make a group project or follow a cooking recipe). [S – IV; SS – IV; ELA – VI]
V. Data Analysis and Probability Standard Data collection
1. Gather, sort and compare objects by similarities and differences in the context of daily activities and play (e.g., leaves, nuts, socks).
2. Place information or objects in a floor or table graph according to one attribute (e.g., size, color, shape or quantity).
Statistical Methods
3. Select the category or categories that have the most or fewest objects in a floor or table graph (e.g., favorite ice cream).
• Providing interesting materials for sorting and comparing. • Supporting children as they collect things by making time for
collecting and listening for children’s comments and descriptions. [ELA – II]
• Playing games such as “Alike and Different” where children describe and compare objects or pictures according to distinct attributes. [ELA – II; S – I, II, III; M – III]
• Planning opportunities within real situations to explore graphing
by creating floor and/or table graphs by arranging actual objects (e.g., voting for favorite kind of apple after apple tasting activity). [ELA; S; SS]
• Graphing scientific predictions (e.g., Where pumpkins grow..on a vine, from a tree, underground?.. prior to seeing them at a trip to the pumpkin farm). [S – II, V]
• Taking time regularly to graph and compare information. [ELA; S; SS]
• Engaging children in discussions where graphing is a tool to collect class information as a voting mechanism to compare sets of the same or different objects and/or ideas (e.g., “Which flavor of ice cream is liked the most? How do most children come to school…by bus, car, or walk?”). [ELA; S; SS]
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The Learner Will: The Educator May Support the Learner by: I. History Standard Chronology
1. Begin to use the language or time (e.g., day, night, yesterday, today, tomorrow).
2. Label days by function (e.g., school day, stay home day, swim day, field trip day).
3. Begin to use or respond to the language of time such as next, before, soon, after, now and later as related to daily schedules and routines.
Daily Life
4. Share episodes of personal history from birth to present through personal memorabilia or connected to stories.
5. Arrange sequences of personal and shared events through pictures, growth charts and other media.
Heritage
6. Share personal family stories and traditions (e.g., photo album put together by family members).
• Constructing the daily schedule during meeting time. [SS – V, VI] • Reading and sharing relevant children’s literature with children (e.g.,
Good Night Moon). [ELA – I, III] • Marking and talking about important calendar days (e.g., use icons to
symbolize days off as days a home, vacation days, field trip days). [ELA; M]
• Retelling a story with an emphasis on what happened first, next, last. [ELA – IV, V]
• Reviewing daily activities at closing circle. • Using words like “now, later, next” in the context of the classroom
schedule and routine. [ELA – II] • Providing opportunities for families to share daily routines and
schedules (e.g., journal, camera).
• Working with families to construct child timelines (e.g., sequencing
pictures of children from birth to current age). [ELA – III] • Creating a class photo album of children participating in classroom
activities and review regularly to note changes. • Marking and displaying growth charts in the classroom. [M – II, V;
SS – I] • Gathering and reviewing regularly individual work samples and
photographs to create child portfolios. • Providing opportunities for children to reflect on and share their play
experiences following child initiated play. [ELA – II, X] • Celebrating acknowledgements important to individual children’s
family (e.g., births, weddings, getting a new pet, death). • Planning opportunities to document personal experiences to share at
school (e.g., sending home a tape recorder, disposable camera, notebooks and inviting parents to record family stories and traditions).
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• Reading and sharing books that describe family structures, cultures and traditions represented in the class. [ELA – III, IV, V]
II. People in Societies Standard Cultures
1. Develop a sense of belonging to different groups (e.g., family, group of friends, preschool class, boys or girls).
2. Demonstrate awareness of different cultures through exploration of family customs and traditions (e.g., exploration of music, food, games, language, dress).
• Providing opportunities for children and their families to describe their family composition. [ELA – II, X]
• Determining the cultural make up of the classroom and designing curriculum experiences and the environment accordingly by displaying posters of various cultures, adding familiar foods to the dramatic play area, and playing cultural specific music.
• Exploring cultures by having a lunch/snack from each cultures. Inviting families in to teach games, basic words, native dress.
• Talking about the communities in which we live – classroom community, school community, home neighborhoods. Highlight that we are community members with responsibilities to ourselves and others. [ELA – IV, V]
• Creating a neighborhood photo album. • Making a variety of small photograph books of the classroom
families available throughout the room to spark interest and conversations around family cultures, customs and traditions. [ELA – II, X]
III. Geography Standard Location
1. Demonstrate and use terms related to location, direction and distance (e.g., up, down, over, under, front, back, here, there).
2. Demonstrate the ways that streets and buildings can be identified by symbols, such as letters, numbers or logos (e.g., street signs, addresses).
3. Demonstrate how maps can be useful to finding places (e.g., streets, homes, places to visit).
• Planning class scavenger hunts using maps of the classroom, school and playground.
• Selecting and reading books that focus on places and directional concepts. [ELA – II; M – III]
• Providing pictures and maps of familiar places in the block area. • Making a map of the classroom or a field trip destination with the
children. • Practicing directional concepts by playing direction following games.
[ELA – X; M – IV] • Planning a treasure hunt using a teacher or class made map of the
school. • Taking photographs of community signs/logos and adding to block
area. [ELA – I, II]
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Places and Regions
4. Navigate within familiar environments, such as home, neighborhood or school, under supervision.
5. Describe and represent the inside and outside of familiar environments such as home and school (e.g., playground).
6. Recognize and name the immediate surroundings of home/school (e.g., homes, buildings, bridges, hills, woods, lakes) following supervised explorations.
Human Environmental Interaction
7. Explore the ways we use natural resources found in our environment (e.g., water to drink, dirt to plant).
• Making street signs (e.g., stop, yield, street names) available in the block area.
• Playing “Silly Directions” or “Simon Says” games that use directional concepts and words. [ELA – X]
• Sending child constructed letters home and having the children watch for it to come in the mail. [ELA – VII]
• Using environmental print or pictures to identify places by symbols or logos (e.g., Subway, Krogers). [ELA – I]
• Creating obstacle courses for children to explore, indoors and outdoors.
• Providing “I Spy” games and books.
• Planning neighborhood walks and scavenger hunts.. • Giving children verbal directions and prompts to find objects and
areas in the classroom (e.g., Hide and Seek). [ELA – II, X] • Allowing children to choose where they want to play and
encouraging them to locate the area independently. • Inviting children to help construct classroom maps with detailed
learning centers/materials. • Taking supervised walks looking for area points of interest, natural
landmarks. • Taking photos of community buildings, signs, and logos. Use photos
to create matching games, maps or books and add to block area, house area, puzzle area. [ELA – I, II]
• Planting flower and/or vegetable gardens and monitoring progress of plant growth. [S – I, II]
• Collecting rainwater in a bucket to water plants and seeds. [S – I] • Creating art projects out of materials gathered on nature walks (e.g.,
pine branches, leaves, gravel, flowers). [S – I, II, III] • Going for walks in different weather conditions. [S – I] • Collecting small stones, seeds, leaves, flowers. Allow children to
explore with magnifying glasses and to sort materials by various attributes. [S; M]
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• Keeping track of the weather for one month with the children. Discuss how it impacts our indoor and outdoor activity. [S – I; M – V]
IV. Economics Standard Scarcity and Resource Allocation
1. Recognize that people have many wants within the context of family and classroom.
2. Understand how sharing classroom materials will meet everyone’s wants (e.g., turn taking at the water table, distributing crayons equitably).
Production, Distribution
3. Demonstrate an understanding of the concepts of production, distribution and consumption through play (e.g., food from the farm, to the grocery store) and concrete experiences (e.g., food purchased from the store and cooked at home).
4. Obtain things they want (e.g., goods and services) in socially acceptable ways (e.g., verbalizing, turn taking).
• Discussing the different centers or interest areas in which children
chose to play. Highlight the notion that some children played with the same toys, but many children played with different toys, because they like different things. Have children keep track of centers they select for one week.
• Setting up materials for an art project, arranging it so that there are not enough for each child to have their own set (e.g., three scissors and two glue sticks for five children). Facilitate a problem-solving discussion to help children come up with a strategy for sharing and taking turns with materials.
• Problem solving with the children a way to ensure that everyone gets a turn during a high interest activity or interest area (e.g., a sign-up sheet, give children a specified number of minutes at the activity and then allow other children a turn). [SS – VI]
• Presenting options at snack time for the class to select from and asking children what to do so that everyone’s wants are met.
• Planting some seeds that are likely to grow in the classroom and produce a fruit or vegetable (e.g., tomato plant). Harvest the produce and cook something (e.g., spaghetti sauce, ketchup). [S – I]
• Making a grocery list of items and ingredients needed for cooking activities, and taking a trip to the store (or kitchen) to purchase the items. [ELA – VI, VII]
• Taking a field trip in the summer to a farm and allowing children to pick produce (e.g., raspberries, apples). Bring some produce back to the classroom and bake or cook something with it (e.g., applesauce, raspberry pie). [M – II]
• Placing highly desired items in sight but out of reach of children (e.g., on a high shelf, in a clear plastic container that they cannot open). Provide access to those things contingent upon their request.
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• Devising some appropriate problem-solving strategies with children when there is something that many children would like access to at the same time (e.g., creating a waiting list, making a schedule, or using a timer). [M – I; ELA – VI, VII]
V. Government Standard Role of Government
1. Interact with and respond to guidance and assistance in socially accepted ways from familiar adults at school and home (e.g., responds to redirection, invites others to play).
2. Interact with familiar and appropriate adults for assistance, when needed (e.g., family member, teacher, police, firefighter).
3. Demonstrate an understanding of the specific roles and responsibilities within a group (e.g., picking up own toys).
4. Recognize the flag of the United States as a symbol of our government.
Rules and Laws
5. Participate in creating and following classroom rules and routines.
• Providing opportunities for children to come in contact with a variety of familiar and appropriate adults who offer assistance. Invite those adults to the classroom to share what they do. Have children discuss ways to introduce themselves and/or ask for help.
• Teaching children some strategies to identify adults that they can trust (e.g., police officer, firefighter).
• Praising children often for following directions (e.g., “I like the way you….”). [ELA – X]
• Discussing the features of the United States flag, and counting the stars and stripes. Walk through the school to count and identify where flags are located. [M – I]
• Establishing and maintaining a predictable classroom schedule. The schedule should include both words and pictures of the various activities in the school day and should be used to plan the day. [SS – I]
• Discussing with children what rules are, and how it is important to follow rules so that everyone stays safe. Guide children in the creation of rules for the classroom, for learning centers, and the use and care of materials. [ELA – II]
VI. Citizenship Rights and Responsibilities Standard Participation
1. Demonstrate cooperative behaviors, such as helping, turn taking, sharing, comforting, and compromising.
2. Engage in problem solving behavior with diminishing support from adults (e.g., negotiating roles in play, turn taking).
• Using social conflict situations with the children as teaching
opportunities. Brainstorm appropriate resolutions to the various conflicts. The teacher can model this activity with puppets if role-playing is too difficult for the children.
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Rights and Responsibilities
3. Demonstrate increasing ability to make independent choices and follow through on plans (e.g., putting toys away, moving from activity to activity).
4. Demonstrate awareness of the outcomes of one’s own choices (e.g., picking up toys helps create a safe environment).
• Discussing with children what cooperation means and brainstorm examples of how we play together. [ELA – II]
• Making note of appropriate cooperative behaviors and letting the classroom know what you observed.
• Providing planning time each day for children to think about and communicate (words, pictures) what they would like to do for play time.
• Encouraging children to follow classroom routines independently (e.g., snack, clean up, arrival, dismissal) by discussing the daily schedule. [SS – I, V]
• Allowing children to make choices concerning classroom events (e.g., themes, field trips).
• Discussing consequences for specific age appropriate situations (e.g., picking up toys, throwing garbage in trash cans). [ELA – II, V]
VII. Social Studies Skills and Methods Standard Obtaining Information
1. Gain information through participation in experiences with objects, media, books and engaging in conversations with peers.
Thinking and Organizing
2. Begin to make predictions (e.g., guess whether other countries around the world celebrate birthdays).
• Exploring social related concepts (e.g., families, neighborhoods,
traditions) by conducting experiments, reading nonfiction and informational picture books and watching related videos. [ELA – IV]
• Planning for children to research and share information related to an upcoming event. [ELA – IX]
• Developing a class book (e.g., family traditions, favorite places) by allowing children to interview peers and “write” or draw pictures to illustrate their answers. [ELA – VII]
• Asking children to make predictions whenever the opportunity arises. [S; SS]
• Asking children to predict what will happen when introducing and sharing a story or book. [ELA – III]
• Predicting the outcome of events that children take note of or find interest in (e.g., mock elections or voting, sporting events). [S – V]
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Communicating and Information 3. Represent ideas through multiple forms of language and expression
(e.g., drawing, dramatic play, conversation, art media, music, movement, emergent writing).
• Creating a writing center where children can express their feelings
using a variety of writing materials (e.g., pencils, colored pencils, markers, crayons, paper, glue, stencils). [ELA – VII]
• Playing a broad range of music with varying tempos and rhythms and providing ample space for children’s movement. [ELA – I]
• Providing a variety of art materials for self-expression while playing different styles of music.
• Changing the dramatic play themes in order to provide children with opportunities to experience different roles.
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The Learner Will: The Educator May Support the Learner By: I. Earth and Space Sciences Standard The Universe
1. Begin to use terms such as night and day, sun and moon to describe personal observations.
2. Observe and represent the pattern of day and night through play, art materials or conversation.
Processes that Shape the Earth
3. Observe, explore, and compare changes that animals and plants contribute to in their surroundings (e.g., falling leaves, holes left by worms or squirrels).
4. Explore and compare changes in the environment over time (e.g., leaves changing colors, outdoor temperature, plants growing).
• Providing different sources of light for exploration (e.g. overhead
projector, flashlight). • Providing opportunities for shadow play using both natural and
artificial light. • Initiating discussions, sorting, and graphing or charting activities
done during night and day. [ELA – II, X; M – V; SS – I] • Providing books, pictures, videos, etc., to explore animals and insects
that move at night and day as connected to themes/projects. • Playing recorded sounds of commonly heard during the day and
night so the children can dance/move or draw to them. [ELA – I] • Tracking movement of sun by placing object on the window and
mapping the movement of the shadow through the day. • Walking to different locations to see how the sun is
moving/changing. • Having the children draw the school building and graph sun position
throughout the day. • Helping children to measure and understand the effects of heat from
light and no light through investigations (e.g., growing plants). [M – II]
• Displaying maps of night sky. [ELA – IV; SS – III] • Providing materials for making star maps: poke holes in black paper
and illuminate with flashlight. • Providing opportunities and materials for children to observe the
moon and record moon phases (e.g., field trip to planetarium/observatory, binoculars, telescopes, graph paper, markers). [M – V; ELA – VIII]
• Providing opportunities for children to be active explorers of their
environment. Give them tools to use such as nets, small bug holders, magnifying glasses, cardboard tubes as viewers, spray bottles to note changes from water, bottomless paper cups to use as sound catchers against ear. [S – IV; SS – VII]
• Providing earthworms as classroom pets so children can observe how they use their environment.
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5. Explore how their actions may cause changes in the environment that are sometimes reversible (e.g., hand in flowing water changes the current) and sometimes irreversible (e.g., picked flowers wilt and die).
6. Demonstrate understanding of fast and slow relative to time, motion and phenomena (e.g., ice melting, plant growth).
7. Observe and use language or drawings to describe changes in the weather (e.g., sunny to cloudy day).
• Providing bird feeders to observe daily interactions and how having more bird feeders impacts the environment (e.g., more birds?).
• Taking nature walks to observe, explore, and compare changes in environment. Revisit the same terrain monthly to note changes over time. [SS – III]
• Guiding children to choose a tree in the school yard beginning in the fall and observe it daily, record observations and make pictures throughout the year.
• Growing plants such as amaryllis, vegetables, flowers, or grass seeds and charting how they change. [SS – III; M – V]
• Providing opportunities to explore nature such as taking bird walk to observe and discuss ways that the environment supports birds.
• Collecting polluted water from environment such as puddles (or “polluting” water with coffee grounds) then filtering it.
• Inviting community people in to discuss resources and recycling efforts. [SS – IV]
• Covering grass with cardboard; check underneath daily and record observations.
• Providing opportunities to observe quick physical changes such as fruit smoothies, popcorn, scrambled eggs, grinding peanuts.
• Adding water to sand in sensory table to observe changes, discuss and note changes.
• Providing opportunities to watch snow and ice melt. Observe, discuss, and note changes and rate of change. Vary with material such as salt. [ELA – VI, VII, II]
• Starting compost pile; examine and record slow changes. • Making monthly graphs of weather conditions (sun, cloud, snow,
rain). Compare week to week, graph. [SS – III; M – V]
II. Life Science Standard Characteristics and Structure of Life
1. Identify common needs (e.g., food, air, water) of familiar living things.
• Providing a variety of living things in the classroom (e.g., gerbils, fish, ants, earthworms, plants) for children to care for and meet their needs, as well as make and record observations. [ELA – VI, VII]
• Taking the children on guided field trips (e.g., zoo, children’s museum, farm) to discuss and learn about common needs of living things (e.g., cows on farm eating grass). [SS – IV]
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2. Begin to differentiate between real and pretend through stories, illustrations, play and other media (e.g., talking flowers or animals).
Diversity and Interdependence of Life
3. Observe and begin to recognize the ways that environments support life by meeting the unique needs of each organism (e.g., plant/soil, birds/air, fish/water).
Heredity
4. Match familiar adult family members, plants and animals with their young (e.g., horse/colt, cow/calf).
5. Recognize physical differences among the same class of people, plants or animals (e.g., dogs come in many sizes and colors).
• Categorizing animals by various needs (e.g., food, habitats) after study. [M – IV]
• Cutting open fruit/vegetable and plant seeds to identify needs of the plants as the seeds grow.
• Providing material for children to experiment with growing plants (e.g., water/no water, light/no light, dirt/no dirt).
• Guiding the children to make observations, predictions about the plants and graphs the plants’ growth. [SS – III]
• Providing children with opportunities to prepare healthful snacks reflecting sound nutrition practice.
• Providing actual comparisons of real and pretend, such as having the
children plant bean seeds and as the plants grow compare with the bean growth in Jack and the Bean Stalk [ELA – V; M – II]
• Helping children develop a rubric for real and not real that they can use when reading stories. [ELA – VIII]
• Taking children on a walk outside with an old sock over one shoe then “planting” the sock (moisten sock in a tray) to predict, observe and record what happens. [ELA; M]
• Providing opportunities for children to explore camouflage (e.g., mammals, reptiles, insects, plants).
• Having children bring in family photos to make comparisons of characteristics among family members and children. [SS – I, II]
• Providing opportunities to compare similarities/differences with young and adult animals (e.g., frogs/tadpoles, caterpillar/butterfly, kitten/cat). [ELA – II, IX]
• Providing opportunities to observe, compare and chart physical differences of people (eye color, hand size, height, etc.), animals (number of legs, body covering), and plants (color, height, types of leaves). [SS – II; M – II, V]
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• Guiding children to collect plants, flowers, tree bark, rocks, leaves and pine needles to compare similarities and differences. [M – V]
III. Physical Sciences Standard Nature of Matter
1. Explore and identify parts and wholes of familiar objects (e.g., books, toys, furniture).
2. Explore and compare materials that provide many different sensory experiences (e.g., sand, water, wood).
3. Sort familiar objects by one or more property (e.g., size, shape, function).
Forces and Motion
4. Demonstrate understanding of motion related words (e.g., up, down, fast, slow, rolling, jumping, backward, forward).
5. Explore ways of moving objects in different ways (e.g., pushing, pulling, kicking, rolling, throwing, dropping).
• Providing opportunities for children to dismantle and explore items such as old appliances or broken toys.
• Providing parts of familiar objects for children to identify (e.g., knob from dresser; pedal from bicycle). [M – I, II]
• Providing different sensory experiences in classroom for class discussions (sensory table, feely box, sound identification games, smell identification games, film canisters with items inside). [ELA – II]
• Providing a variety of material in the sensory table, such as rice, dry beans, corn, dirt, cotton, Styrofoam, sponge pieces.
• Providing opportunities for children to taste different flavors and consistencies of food and make comparisons. [SS – I, II]
• Providing recordings of environmental sounds for children to identify, then letting children record their own sounds for others to identify. [ELA – I; S – I]
• Collecting rocks such as sandstones/granite and comparing properties (e.g., texture, density, color, other properties). [M – IV]
• Collecting leaves across seasons (which may be pressed in wax paper or used for rubbings) to make comparisons and sort by size, shape, color, etc. [M – II, III, IV; ELA – IX]
• Providing opportunities for children to act out motion-related vocabulary (e.g., moving to songs [Hokey Pokey] or music of different tempos; playing Simon Says with motion words). [ELA – II; SS – III; M – III]
• Creating an obstacle course so children can experience motion-related words with their bodies. [M – III; SS – III]
• Using motion-related vocabulary in relation to exploration of moving objects in the environment. [ELA – II]
• Challenging children to find ways to move an object across an area without touching the object during planned motor activities.
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Nature of Energy
6. Explore musical instruments and objects and manipulate one’s own voice to recognize the changes in the quality of sound (e.g., talks about loud, soft, high, low, fast, slow).
7. Explore familiar sources of the range of colors and the quality of light in the environment (e.g., prism, rainbow, sun, shadow).
• Providing variety of objects to throw and having children measure
and compare the distance each object goes (e.g., rubber ball and cotton ball, paper plate and Frisbee, flat sheet of paper and rolled up sheet of paper) during planned outdoor activities. [M – II]
• Providing objects with different properties to drop from high distance and compare results (e.g., feather, rock, paper, dryer lint, to note the speed of the fall; play dough ball, rubber ball, paper ball to note bounce). [ELA – II, IX, X]
• Providing opportunities for children to use air to change the environment (e.g., blow straw to move paint, blow up balloon, blow cotton balls with straws, blow items across water by mouth or with turkey baster, make and observe wind socks, blow hair dryer on wet paper towels).
• Setting up pendulum so that its motion will knock objects over, such as plastic bottles, cardboard tubing or empty cans and discussing variation of swing. [ELA – II]
• Creating a pulley system to move things in block area and discussing how it works.
• Playing with marbles on incline or by changing plane in box. • Providing materials so children can explore and discuss simple levers
(e.g., spoon or screwdriver to open hot chocolate lid, claw hammer to remove nails) and double levers to move things (e.g., tongs or tweezers to pick up items in sensory table).
• Providing inclined plane and objects that do and do not roll to explore wheels and cylinders as part of block area.
• Providing opportunities for children to explore manipulating their own voices by changing pitch, volume, or quality using a variety of children’s music. [ELA – IV]
• Providing opportunities for children to explore resonance by making sounds with various materials (e.g., compare striking instrumental wood blocks and blocks of wood; using different mallet types such as wood, hard felt, soft felt, sponge, rubber). [ELA – I]
• Providing materials to explore timbre with different maracas and dynamics with different rattles.
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• Providing material for experimenting with water levels in glasses to
make different sounds. • Providing material for constructing instruments, such as rubber bands
strung across a shoebox. [ELA – I; SS – II] • Having children conduct shadow experiments using various light
sources (e.g., overhead projector, flashlight, sun) and exploring how shadows change in relation to different light sources and different angles.
• Providing material for making light catchers with tissue paper glued on wax paper, then observe them hanging in window. [S – I]
• Providing materials for experimenting with bubbles or prisms to explore color, sunlight and spotlight. [S – I]
• Providing different color inks with corresponding colored transparencies to make ink seem invisible.
• Providing material to make kaleidoscopes. [S – I] • Providing paint for experimenting with mixing colors. • Providing overhead projector and transparent and non- transparent
color film or chips for exploration. • Providing a light table and colored objects that are transparent and
non-transparent for exploration.
IV. Science and Technology Standard Understanding Technology
1. Identify the intended purpose of familiar tools (e.g., scissors, hammer, paintbrush, cookie cutter).
2. Explore new uses for familiar materials through play, art or drama (e.g., paper towel rolls as kazoos, pan for a hat).
Abilities to do Technological Design 3. Use familiar objects to accomplish a purpose, complete a task or solve
a problem (e.g., using scissors to create paper tickets for a puppet show, creating a ramp for a toy truck).
4. Demonstrate the safe use of tools, such as scissors, hammers, writing utensils, with adult guidance.
• Providing wood and tools (e.g., hammer, nails, saws, vice, hand drill, screw drivers and screws, goggles) for woodworking; helping children note such things as how tools are used, how tools make work easier, and how the use of the tools makes changes on the wood. [ELA – II, X]
• Providing tools for gardening and helping children note changes tools make (e.g., rake, shovel, wheelbarrow). [S – I, II]
• Providing rolling pins and things to crush (crackers, play dough, cardboard tubes).
• Giving children opportunities to work with tools in different mediums, such as cardboard, Styrofoam, sponge, play dough, clay.
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• Providing opportunities for children to do simple problem solving by
asking questions such as, “If you didn’t have this tool, what would you do? Could you make a tool to do this job?” [ELA – II, IX, X]
• Posing problem solving challenges that require children to use familiar materials in different ways and extending children’s thinking by asking, "Find something you can use. How else can you use this tool?" [ELA – II, IX, X]
• such as, “How could you use this large spoon in a different way?” • Providing different objects to use for applying paint to paper (e.g.,
junk, dishwashing tools, vegetable brushes, crumbled paper). • Providing open-ended materials for exploration (e.g., cans, string,
tape, cups, fasteners, wire, lathe etc). • Providing readily accessible materials so children can experiment
and create without an adult. • Modeling appropriate use of tools to teach and assist children. • Helping children to construct and write rules for tool safety. [ELA –
VI, V; SS – V]
V. Science Inquiry Standard Doing Scientific Inquiry
1. Ask questions about objects, organisms and events in their environment during shared stories, conversations and play (e.g., ask about how worms eat).
2. Show interest in investigating unfamiliar objects, organisms and phenomena during shared stories, conversations and play (e.g., “Where does hail come from?”).
3. Predict what will happen next based on previous experiences (e.g., when a glass falls off the table and hits the tile floor, it most likely will break).
4. Investigate natural laws acting upon objects, events and organisms (e.g., repeatedly dropping objects to observe the laws of gravity, observing the life cycle of insects).
5. Use one or more of the senses to observe and learn about objects, organisms and phenomena for a purpose (e.g., to record, classify, compare, talk about).
6. Explore objects, organisms and events using simple equipment (e.g., magnets and magnifiers, standard and non-standard measuring tools).
• Modeling and encouraging a sense of wonder about nature, physical actions and the art of sciencing. [ELA – IX, X]
• Listening to children’s questions to guide course of study. • Using the process of webbing with children to expand their thinking
and questioning skills. [ELA – VII, IX] • Asking open-ended, guiding questions to promote investigative
questions and deductive thinking. [ELA – VI, IX] • Providing children enough time to think before responding. • Validating all answers whether correct or incorrect as children begin
to share. • Creating a classroom that maintains a warm, accepting, and nurturing
atmosphere where all questions valued and investigation and exploration are valued. [ELA – X]
• Planning child-initiated, first-hand experience and exploration rather than science taught by the teacher.
• Creating learning opportunities that are project based that further
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7. Begin to make comparisons between objects or organisms based on
their characteristics (e.g., animals with four legs, smooth and rough rocks).
8. Record or represent and communicate observations and finding through a variety of methods (e.g., pictures, words, graphs, dramatizations) with assistance.
transfer of knowledge. [M; ELA; SS] • Keeping children actively involved by posing real life problems.
[ELA; SS; M] • Putting emphasis on understanding self (feelings and actions) with
others (sharing and learning from each other) and our world (how we impact our surroundings). [SS – VI, VII]
• Infusing environmental education in all aspects of the curriculum. • Providing children with their own logbooks to record their thoughts
and pictures as they work. [ELA – VI, VII]
VI. Scientific Ways of Knowing Standard Nature of Science
1. Offer ideas and explanations (through drawings, emergent writing, conversation, movement) of objects, organisms and phenomena, which may be correct or incorrect.
• Supporting children’s questions. • Planning activities for children to explore how organisms live and
record their observations through charts, graphs, photographs, recorded conversations and observations. [S – I, II; ELA – II; M – V]
• Planning for activities that provide opportunities for children to hypothesize, investigate, analyze and conclude. [S – I, II; ELA – II; M – V]
• Taking advantage of questions and curious comments as opportunities to engage in scientific study, observation and experimentation rather than simply telling children the “right” answers (e.g., answering with, “Why do you think….?” Or, “How could we find out?”). [ELA – II]
• Supporting children in their exploration by providing resources, materials, time, opportunity, and activities that help children discover solutions and maintain enthusiastic interest. [S; M; SS]
• Valuing the process of discovery as supporting scientific learning, even if the process does not seem to be the most efficient. [S – V]
• Planning activities in response to children’s ideas that will help them discover solutions.
• Planning for times for children to share their ideas and explanations with others through a variety of means and modalities (e.g., pictures, clay, puppets, log books, show and tell). [ELA – II, IX]
• Supporting children’s ideas and explanations whether correct or incorrect, and guiding them with open-ended questions to discover their own corrections. [ELA – II, X, IV]
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Ethical Practices
2. Recognize the difference between helpful and harmful actions toward living thing (e.g., watering or not watering plants).
Science and Society
3. Participate in simple, spontaneous scientific explorations with others (e.g., digging to the bottom of the sandbox, testing materials that sink or float).
• Providing living things such as plants, mammals, reptiles or fish in the classroom and involving children in caring for them while observing their needs. [S – II]
• Capitalizing on naturally occurring events as opportunities to explore helpful/hurtful actions (e.g., dead fish in the aquarium, size differences among plants, worms on the sidewalk). [ELA – II, IX]
• Exploring ways to improve conditions for living things in and around the classroom through active involvement in care (e.g., taking proper care of classroom pets, constructing and observing activity at bird feeders, tending a garden).
• Reading and discussing children’s books to encourage appreciation for living things. [ELA – III, IV, V]
• Providing a variety of easily accessible materials and resources that
children may use to extend their explorations (e.g., for experimenting with bubbles, provide bubble solution, cups, trays, straws, funnels, turkey baster, sieves, mesh, and bendable wire). [S – III, V, VI]
• Providing opportunities for children to discover how things work by taking apart and putting together many different objects (e.g., toy vehicles, old appliances). [M; S-III, V]
• Asking open-ended questions to encourage, guide and extend explorations (e.g., What is….., How much……). [ELA – II; S – V]
• Planning for regularly scheduled time for in-depth exploration when children are engaged in experimentation and discovery. [S; M]
• Providing opportunities and materials for children to record/represent their findings. [S; M; SS; ELA]
• Having children to share their findings with their classmates, parents and others during circle time. [ELA – IX, X; M; SS]