miami-dade county public schools district pacing...

MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide

Grade Level or Course Title: Pre-Kindergarten

Office of Early Childhood Programs Second Quarter 1 of 10

STRAND/BODY OF KNOWLEDGE: IV. Language, Communication and Emergent Literacy; V. A. Cognitive Development and General Knowledge: Mathematical Thinking CUMMULATIVE REVIEW: Themes 1- 5 ***THIS WEEK IS MEANT TO PROVIDE A MEANS BY WHICH TO REVIEW OR RE-ADDRESS SKILLS AND CONCEPTS INTRODUCED DURING THE FIRST 18 WEEKS OF SCHOOL. ALL STANDARDS AND LEARNING GOALS ARE LISTED FOR REFERENCE. THE INSTRUCTIONAL ROUTINES COLUMN DOES NOT DISPLAY SPECIFIC STANDARDS DURING CUMULATIVE REVIEW WEEKS, AS TEACHERS ARE ENCOURAGED TO ASSESS AND MAKE INSTRUCTIONAL DECISIONS BASED ON STUDENT NEEDS.

Florida Early Learning and Developmental Standards for

Four-Year-Olds (PK) Houghton Mifflin

Instructional Routines

Core Objectives/Learning Goals Alignment to Florida VPK

Assessments

INSTRUCTIONAL TOOLS

IV.A.1.a Child shows understanding by asking and answering relevant questions, adding comments relevant to the topic and reacting appropriately to what is said. IV.B.1.a Child’s speech is understood by both a familiar and an unfamiliar peer or adult. IV.C.1.a Child has age-appropriate vocabulary across many topic areas and demonstrates a wide variety of words and their meanings within each area (e.g., world knowledge: names of body parts, feelings, colors, shapes, jobs, tools, plants, animals and their habitats, and foods; words that describe: adjectives, verbs, and adverbs). IV.C.1.b Child has mastery of functional and organizational language (e.g., same/different, in front of/behind, next to, opposite, below). IV.C.1.c Child understands the meaning of many thousands of words, including disciplinary words, (e.g., science, social studies, math, and literacy) many more that he or she routinely uses (receptive language). IV.C.2.a Child uses a large speaking vocabulary, adding new words weekly. IV.C.2.b Child uses category labels (e.g. fruit, vegetable, animal, transportation, tools). IV.D.1.a Child typically uses complete sentences of four or more words, usually with subject, verb, and object order.

Meeting Time ( Large Group) Oral Language &

Vocabulary Phonological

Awareness

Small Group Time Math Literacy Center Time Plan ( Plan) Engage ( Do) Reflect ( Review) ( Includes ALL standards/benchmarks targeted during week , including Integrated Standards)

Students will: Ask for help when needed Ask questions Associate letter names with their shapes Associate spoken and written words Attempt to write own first name Attend to a speaker Be exposed to upper and lowercase letters Be introduced to uppercase letters Blend , segment syllables Blend syllables Break words into syllables Build vocabulary to describe attributes,

classify, and group things Categorize and classify Choose to look at books independently Communicate ideas and experiences Communicate ideas and propose solutions Compare stories Compare/contrast elements within stories Connect information in books to real life

experiences Contribute to a shared writing Contribute to an interactive writing Demonstrate directionality in print Demonstrate progress in ability to retell

stories Demonstrate use of expanding vocabulary

Print Knowledge IV.F.1.a IV.F.1.b IV.F.2.a IV.F.2.d IV.F.3.a IV.F.3.b IV.F.3.c IV.F.3.d IV.G.1.a IV.G.1.b IV.G.2.a IV.G.2.b IV.G.3.a

Phonological Awareness

IV.F.2.a IV.F.2.d IV.F.2.f

Core Text Book: Houghton Mifflin- Cumulative Review Themes 1-5: 1-Welcome to School 2-My Family, My Community 3-My Five Senses 4-Seasons All around 5-Animals Everywhere Learning Resources: Houghton Mifflin Alphafriends Language Kit Sing and Share Kit Oral Language Cards Rhyme and Chant Posters Links

Date Week

19 Days

5 1/7/2013-1/11/2013








Assessments

INSTRUCTIONAL TOOLS

IV.E.1.a Child demonstrates varied uses of language( e.g., requesting, commenting, using manner words, problem-solving) IV.E.2.a Child follows another’s conversational lead, appropriately initiates or terminates conversations, or appropriately introduces new content. IV.E.2.b Child provides appropriate information for the setting (e.g., introduces himself/herself, requests assistance, answers questions by providing name and address to appropriate adult). IV.E.3.a Child demonstrates knowledge of verbal conversational rules ( e.g., appropriately takes turns, does not interrupt, uses appropriate verbal expressions, and uses appropriate intonation). IV.E.3.b Child demonstrates knowledge of nonverbal conversational rules (e.g., appropriate eye contact, appropriate facial expressions, maintaining a comfortable distance in conversation). IV.E.3.c Child matches language to social and academic contexts (e.g., uses volume appropriate to context, addresses adults more formally that he or she addresses other children, and uses the more formal academic language of the classroom). IV.F.1.a Child enjoys reading and reading-related activities (e.g., selects reading and reading-related activities when given a choice, pretends to read to others). IV.F.1.b Child interacts appropriately with books and other materials in a print-rich environment IV.F.2.a Child can distinguish individual words within spoken phrases or sentences. IV.F.2.d Child combines syllables into words (e.g., “sis”+”ter”)

Story Time ( Large or Small Group) Reading /Re-reading

the Big Book Teacher Read Aloud Revisiting the

Literature Links Circle Time ( Large Group) Letter Time Oral

Language/Vocabulary

Read Aloud Revisiting the

Literature Close the Day: Writing (Whole Group) Shared writing Interactive Writing

Demonstrate use of growing vocabulary Demonstrate use of steadily increasing

vocabulary Derive meaning from verbal and non-verbal

cues Describe and interpret illustrations Describe objects Describe objects and places Describe pictures Describe similarities and differences Develop an awareness of the classification of

words Dictate words, phrases, and sentences Discriminate rhyming from non-rhyming

words Discuss words and word meaning daily Distinguish among a variety of fiction and

non-fiction books Draw a picture related to a story Draw conclusions Experiment with basic writing conventions Express familiar routines Extend understanding of words and word

meanings Extend understanding of words and word

meanings Focus on letter names Focus on letter names and shapes Follow simple directions Follow simple one-step directions Give details after listening to a story Identify a growing number of printed letters Identify and retell important facts from an

informational text Identify beginning, middle, and end of a story Identify meaning of content-specific

vocabulary Identify recurring themes across works

Oral Language/ Vocabulary

IV.A.1.A IV.B.1.A IV.C.1.a IV.C.1.b IV.C.1.c IV.C.2.a IV.C.2.b IV.C.2.c IV.D.1.a IV.E.1.a IV.E.2.a IV.E.2.b IV.E.3.a IV.E.3.c IV.F.3.b IV.F.3.c IV.F.3.d IV.F.4.a IV.F.4.b

Vocabulary: Refer to Houghton Mifflin Language and Vocabulary Development +Additional vocabulary instruction will vary by school/ classroom+ Technology: Waterford Imagine Learning Audio Tapes/CDs

www.eduplace.com/prek www.brightbeginningsfl.org/ www.fldoe.org/earlylearning/plans.asp www.flvpkonline.org/teachertoolkit/

Strategies: Refer to “Meeting Individual Needs”, ‘”Managing Your Day”, “Managing Centers and Classroom Routines” in Houghton Mifflin TE for Above, On & Below Level Differentiation








Assessments

INSTRUCTIONAL TOOLS

IV.F.2.f Child combines onset and rime to form a familiar one-syllable word with and without pictorial support ( e.g., when shown several pictures, and adult says /c/ + ‘at’, child can select picture of the cat). IV.F.3.a Child recognizes almost all the letters when named (e.g., when shown a group of letters, can accurately identify the letter that is named). IV.F.3.b Child names most letters (e.g., when shown an uppercase or lowercase letter, can accurately say its name). IV.F.3.c Child recognizes some letter sounds (e.g., when shown a group of letters, can accurately identify the letter of the sound given). IV.F.3.d Child names some letter sounds (e.g., when shown a letter, can accurately say the sound the letter makes). IV.F.4.a Child retells or reenacts a story after it is read aloud IV.F.4.b Child asks and answers appropriate questions about the story (e.g., “What just happened?”, “What might happen next?”, “What would happen if…?” How would you feel if you…?”) IV.G.1.a Child demonstrates understanding of the connections among their own ideas, experiences and written expressions IV.G.1.b Child intentionally uses scribbles/writing to convey meaning (e.g., signing artwork, captioning, labeling, creating lists, making notes). IV.G.2.a Child independently uses letter-like shapes or letters to write words or parts of words. IV.G.2.b Child writes own name ( e.g., first name, last name, or frequent nickname), not necessarily with full correct spelling or well-

Identify rhymes and rhyming sounds Identify setting and character Identify story elements Identify the meaning of content specific

vocabulary Identify upper and lower case letters Identify use of a calendar Identify words that are the same or different Increasingly speak in complete sentences Independently engage in reading behaviors Interpret and convey meaning through

nonverbal communication Interpret non-verbal communication Know that letters form words Know that the letters of the alphabet can be

named Link new experiences and vocabulary to prior

knowledge Link new vocabulary to prior knowledge Listen attentively to others Listen daily to fluent and expressive texts Listen for different purposes Listen respectfully and attentively to others Listen to age-appropriate poems Listen to and discuss a variety of texts Listen to stories and call out familiar phrases Listen to storybooks in electronic form Listen to tapes and CD’s Listen with interest and show understanding

through language Make and confirm predictions Make connections to text using photographs Make connections to the text Make predictions Make predictions by examining the

illustrations Match letters

Mathematics V.A.a.1.a. V.A.a.1.b V.A.a.2.a V.A.a.3.a V.A.a.3.b V.A.a.3.c V.A.a.4 V.A.a.6.a V.A.a.6.b V.A.b.1.a V.A.b.2.a VA.c.1.a VA.c.1.b VA.c.1.c VA.c.1.d VA.c.2.b V.A.d.1.a V.A.d.1.b VA.d.1.c VA.d.1.d V.A.e.1.a V.A.e.1.b V.A.e.4 V.A.f.3.a, V.A.f.3.b V.A.f.3.c








Assessments

INSTRUCTIONAL TOOLS

formed letters IV.G.3.a Child independently writes some letters on request V.A.a.1.a Child demonstrates one-to-one correspondence when counting. V.A.a.1.b Child demonstrates one-to-one correspondence to determine if two sets are equal V.A.a.2.a Child counts sets in the range of 10-15 objects. V.A.a.3.a Child compares two sets to determine if they are equal. V.A.a.3.b Child compares two sets to determine if one set has more. V.A.a.3.c Child compares two sets to determine if one set has fewer V.A.a.4 Child assigns and relates numerical representations among numerals (written), sets of objects, and number names (spoken) from zero to ten. V.A.a.6.a Child demonstrates the concept of ordinal position with concrete objects ( e.g., children or objects) V.A.a.6.b Child names ordinal positions (e.g., first, second, third, fourth, fifth). V.A.b.1.a Child indicates there are more when combining ( adding) sets of objects V.A.b.2.a Child combines sets of objects to equal a set no larger than 10. V.A.c.1.a Child recognizes patterns and non-patterns V.A.c.1.b Child duplicates identical patterns with at least two elements. V.A.c.1.c Child recognizes pattern units (e.g., red/blue is the pattern unit of a red/blue/red/blue/red/blue pattern;

Match a growing number of upper and lower case letters.

Match words with same beginning sound Name and describe objects Name rhyming pictures Note details Notice beginning letter in words Notice initial sound Observe similarities and differences Participate in /contribute to interactive writing Participate in independent writing Participate in interactive writing Predict what should happen next in a

sequence Produce oral rhymes from choices Progress in clarity of pronunciation Recite nursery rhymes with expression and

rhythm Recite rhymes and songs Recognize association between spoken and

written words Recognize attributes and functions of objects Recognize favorite book by cover Recognize own written name Recognize similarities/differences in letter

shapes Repeat rhyming songs and poems Respond to “what might happen if” questions Respond to questions Respond to stories in a variety of ways Retell sequence Retell important facts from an informational

text Retell sequence of a story Show understanding through gestures,

actions, or language Speaks in large/small group








Assessments

INSTRUCTIONAL TOOLS

dog/cat/cow is the pattern unit of a dog/cat/cow/dog/cat/cow pattern). V.A.c.1.d Child begins to independently produce patterns with at least two elements (e.g., red/blue/red/blue) with teacher support and multiple experiences over time. V.A.c.2.b Child verbalizes why objects were placed in order (e.g., describes process of how and why), with teacher support and multiple experiences over time. V.A.d.1.a Child categorizes (sorts) examples of two-dimensional shapes. VA.d.1.b Child names two-dimensional shapes. VA.d.1.c Child constructs examples of two-dimensional shapes V.A.d.1.d Child identifies the number of sides of two-dimensional shapes. V.A.d.3.a Child categorizes ( sorts) examples of three dimensional shapes VA.d.3.b Child names three dimensional shapes V.A.e.1.a Child shows understanding of positional words (receptive knowledge). V.A.e.1.b Child uses the positional terms verbally (expressive knowledge) (e.g., in front of, behind, between, over, through, under), with teacher support and multiple experience over time. V.A.e.4 Child uses directions to move through space and find places in space (e.g., obstacle courses, Simon Says, Mother May I?, hop scotch, giving simple directions). V.A.f.3.a Child assists with collecting and sorting materials to be graphed V.A.f.3.b Child works with teacher and small groups to represent mathematical relations in charts and graphs.

Speak with appropriate volume, intensity, and tone

Take turns in conversations Tell simple personal narratives Tell whether words are the same or different Turn pages one at a time front to back Understand basic print conventions Understand environmental sounds Understand letters can be grouped to form

words Understand that a book has a title, illustrator,

and author Understand that illustrations are different from

print Understand that illustrations are different from

print and both carry meaning Use and explain or support reasoning Use illustrations to construct meaning Use known letters to represent written

language Use known letters to represent written

language Use language for a variety of purposes Use language to express familiar routines Use language to interpret illustrations Use new vocabulary in multiple occasions Use newly learned vocabulary Use photographs to learn about informational

texts Use pictures as representation for oral

language Use props in story retelling Use reading and writing to communicate

thoughts and ideas Use sensory words Use sequence words Use temporal words Write for specific and varied purposes








Assessments

INSTRUCTIONAL TOOLS

V.A.f.3.c Child analyzes with teachers and small groups the relationship between items/objects represented by charts and graphs.

Write known letters Arrange and compare sets of objects using

one-to-one correspondence Begin to use numbers to estimate Build sets to ten Build vocabulary to describe attributes,

classify and group things Builds sets one through seven Compare and model shapes Compare the numbers of concrete objects Compare the numbers of concrete objects to

three Count by ones Count concrete objects Count concrete objects to five or higher Count elements in patterns Create a simple pattern Describe and reproduce patterns with 2-D

shapes Describe and reproduce patterns with 3-D

shapes Describe similarities and differences between

objects Draw shapes Duplicate and create sound patterns Express math ideas using concrete materials Identify first, middle and last in a series Imitate patterns Make patterns with 2-D shapes Match a numeral to a set Match groups of objects to numbers Match objects that are alike Name and describe shapes Predict and extend pattern Predict what comes next when patterns are

extended Recognize and name shapes








Assessments

INSTRUCTIONAL TOOLS

Recognize and reproduce simple patterns Recognize numbers in the environment Recognize numerals through 5 Recognize numerals through 10 Recognize simple patterns Recognize that things belong together

conceptually Recognize when a shape’s position has been

changed Recognize when a shape’s position or

orientation has changed Represent simple repeating patterns Sort objects into groups Sort objects into groups by one attribute Sort objects into groups by one and two

attributes Sort objects into groups by one or more

attributes and regroups the objects based on a new attribute

Sort solid shapes Talk about data from graphs to answer

questions Understand and describe positions Understand that numbers represent

quantities Understand that numbers always represent

the same quantity Use and explain or support reasoning Use inductive or deductive reasoning Use materials to build sets 0 to 5 Use ordinal numbers from first to fifth Use unit blocks to build structures Uses ordinal numbers from first to fifth.

MIAMI-DADE COUNTY PUBLIC SCHOOLS Pre-Kindergarten

Integrated Standards: V. Cognitive Development and General Knowledge: B. Scientific Inquiry, C. Social Studies, and D. Creative Expression Through the Arts. Pre-Kindergarten: Integrated Standards ** Each week, Integrated Standards are embedded within/ throughout the daily routines**


Date Florida Early Learning and

Developmental Standards for Four-Year-Olds (PK)

Integrated Standards Objectives/Learning Goals Additional Strategies

Week 19 Cumulative Review

V.B.a.1 Demonstrates the use of simple tools and equipment for observing and investigating V.B.b.1 Explores the physical properties and creative use of objects of matter V.B.c.2 Identifies the characteristics of living things V.B.c.3 Identifies the five senses and explores functions of each. V.B.d.1 Explores the outdoor environments and begins to recognize changes (e.g., weather conditions) in the environment with teacher support and multiple experiences overtime. V.B.d.2 Discovers and explores objects (e.g. rocks, twigs, leaves, seashells) that are naturally found in the environment. V.C.a.1 Begins to understand and appreciate similarities and differences in people. V.C.a.2 Begins to understand family characteristics, roles, and functions. V.C.b.1 Demonstrates awareness of geographic thinking. V.C.d.1 Demonstrates awareness of group rules (civics) V.D.a.1 Explores visual arts V.D.a.2 Creates visual arts to communicate ideas. V.D.b.1 Explores music. V.D.b.2 Creates music to communicate and idea. V.D.b.3 Discusses and responds to the feelings caused by music V.D.c.1 Explores creative movement and dance V.D.c.2 Creates creative movement and dance to communicate an idea V.D.d.1 Explores dramatic play and theatre V.D.d.2 Creates dramatic play and theater to communicate an idea

Become aware of symbols in the community Begin to observe changes in position Compare organisms Create or recreate stories through dramatic representations Create original work Create/recreate stories Demonstrate relationship, roles, and social skills Describe how offspring are like parents Describe the weather using their senses Describe various places Dramatize stories Dramatize poems Engages in dramatic play with others Expands knowledge of his/her body and environment Explore moving in space Express and manage feelings Identify and demonstrate social skills Identify sources of environmental sounds Name family members Observe and describe the weather Observe changes in color Participate in a variety of dramatic play activities Participate in classroom music activities Participate in dramatic play Participate in physical experiences Perform simple investigations Recall words in a song or finger play Recognize similarities and differences among familiar animals and

their offspring Recognize that everyone can do science Recognize that families are alike and different Recognize that maps help people locate places Recognize what makes families unique Record own voice and listen to it

Include your own strategies:




Date Florida Early Learning and

Developmental Standards for Four-Year-Olds (PK)

Integrated Standards Objectives/Learning Goals Additional Strategies

Week 19 Cumulative Review

Respond to music through movement Show awareness of roles in a family Shows awareness of the roles people play in school Sing a variety of simple songs Sort objects into groups Take on a pretend role Understand cultures and traditions Understand the role, responsibilities, and services provided by

community workers Use a variety of art materials Use a variety of materials to create art work. Use language as part of dramatic play Use one or more sense to observe Use prior knowledge and investigations to solve a given problem Use senses to describe patterns in nature Use senses to discriminate between objects Use senses to investigate Use senses to observe and learn Use simple representations of communities Use writing and drawing tools Describe similarities and differences among familiar animals and

their offspring Identify animals and plants as living things Recognize that living things have similar needs




**** It is the expectation that the Standards of I. Physical Development, II. Approaches to Learning, and III. Social and Emotional Development will be addressed/observed/supported on an on-going basis throughout the school year:

I. Physical Development addresses physical health, good health habits, and mental wellness, which impact every aspect of a child’s development

II. Approaches to Learning addresses how children deal with new environments, interactions, and discoveries; and describes children’s attitudes towards learning.

III. Social and Emotional Development addresses the skills which are critical in the development of a child’s emotional readiness and early school success: self-regulation, relationships, and social problem solving.

miami-dade county public schools district pacing...

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