Curriculum Map: Pre-K Sept.-Oct.
Pre-K Beginning of the Year
Domain 1: All About Me
Classic Tales
(The Lion and the Mouse, The City Mouse and The Country Mouse)
Module 1: Counting to 5
First 10 weeks of school
September-October
Social Studies: Geography, Civics, citizenship, and government
Science: Five senses, Lifecycle of a pumpkin, Scientific Thinking and Physical Properties
All About Me - environmental noises, phonological awareness, print awareness, fine motor skills and handwriting, shared writing
Counting to Five - rote counting, one-to-one correspondence, cardinality, written numerals
The Lion and the Mouse
The City Mouse and The Country Mouse
Five senses/Life cycle of a pumpkin
Social Studies
Geography:
Develops a basic awareness of self as an individual, self within the context of family, and self within the context of community.
a) Can students identify him/herself by using characteristics such as gender, ethnicity, race, religion, language and culture?
b) Can students describe how each person is unique and important?
c) Can students identify family members, family characteristics and functions?
d) Can students identify themselves as a member of a family?
e) Can students state how families are similar and different?
f) Can students describe his/her own community and/or cultural group?
g) Can students describe how people within a community are alike and different (e.g., eat different foods, wear different clothing, speak different languages)?
h) Can students recognize some community workers and describes what they do?
Demonstrates an understanding of roles, rights, and responsibilities.
a) Do students recognize that all children and adults have roles, rights, and responsibilities at home, school, in the classroom and in the community?
b) Can students expresses that rules are for everyone?
c) Can students identify rules that protect him/herself and others?
d) Can students explain that rules affect children and adults?
e) Can students describe possible consequences when rules are not followed?
Begins to learn the basic civic and democratic principles.
a) Can students participate in making group rules and/or rules for daily routines and transitions?
b) Can students follow rules and remind others of the rules?
c) Can students apply the skills of communication, cooperation, respect and empathy with others?
d) Do students demonstrate preferences and choices by participating when the class votes to make simple decisions?
Science:
The Five Senses
- Can you point to and name the following body parts: ear, eye, finger, hand, mouth, tongue, nose?
- Can you state the five senses?
- Can you identify the body parts that correspond to each sense?
- How do the five senses help you experience the world?
The Lifecyle of a Pumpkin
- What is the lifecyle of a pumpkin?
Scientific Thinking:
Asks questions and makes predictions based on observations and manipulation of things and events in the environment.
a) Can students uses senses to gather, explore, and interpret information?
b) Can students manipulate and observe objects in his or her surroundings to develop conclusions?
c) Can students make observations and describes changes in objects, living things, and natural events in the environment?
d) Can students organize his or her observations of objects and events by identifying, classifying, etc. ?
e) Dostudents ask “why,” “how,” and “what if” questions and seek answers through experimentation and investigation?
f) Can students make predictions based on background knowledge, previous scientific experiences, and observations of objects and events in the world?
Physical Properties:
Acquires knowledge about the physical properties of the world.
a) Can students describe, compare, and categorize objects based on their properties?
b) Can students use senses to explore different environments (classroom, playground, field trips)?
c) Do students recognize and describe the effect of his/her own actions on objects?
d) Do students describes tools and their specific functions (e.g., hammer for pounding nails)?
e) Can students use a variety of tools to explore the world and learn how things work (such as magnifiers and balance scales)?
Can you recognize the written form of one’s first name?
Can you recognize the initial letter of one’s first name?
Can you describe yourself and your appearance, giving at least two details?
Can you state two things that make you special or unique?
What are all people?
What is the human body covered in?
What do humans begin life as and grow grow into?
Can you name one thing that babies can do?
Can you name one thing a child can do?
Can you name one thing an adult can do?
What is the difference between 'alive' and 'not alive'?
What are the three basic needs of human beings?
Can a body heal litself if it is hurt or sick?
How can people stay healthy?
What is the shade of your own skin?
Can you point to and name the following body parts: ankle, arm, back, body, chest, cheek, chin, ear, elbow, eye, eyebrow, eyelash, face, finger, foot, forehead, hair, hand, heel, hip, knee, leg, lips, mouth, nail, neck, nose, shoulder, teeth, toe, tongue, waist, wrist?
What are two ways that our body parts help us move?
Where are your heart and lungs?
What are the five senses?
Matching Objects
Can you match 2 objects that are exactly the same?
Can you match 2 objects that are the same, but….?
Can you match 2 objects that are used together?
Sorting
Can you make one group with a given attribute.?
Can you sort into two groups?
Can you sort the same group of objects in two different ways?
How Many Questions with 1, 2, or 3 Objects
Can you count up to 3 objects?
Can you arrange and count up to 3 objects in scattered and linear configurations?
Can you arrange and count up to 3 objects to play a game?
Matching 1 Numeral with up to 3 Objects
Can you match the numerals 1, 2, and 3 to quantities?
Can you make a group of up to 3 objects and match the numeral (concrete to abstract)?
Can you look at a numeral and count out a group of objects to match (abstract to concrete)?
How Many Questions with 4 or 5 Objects
Can you arrange and count up to 5 objects in scattered and linear configurations?
Can you count fingers on the left hand from 1 to 5?
Can you arrange and count 4 objects in an array configuration?
Can you find embedded numbers within 4 and 5 objects?
Can you arrange and count 5 objects in a circular configuration?
Matching 1 Numeral with up to 5 Objects
Can you count up to 4 objects and match the numerals?
Can you count up to 5 objects and match the numerals?
Can you make a group of up to 5 objects and match the numeral (concrete to abstract)?
Can you look at a numeral and count out a group of objects to match (abstract to concrete)?
Can you represent numbers 1–5 using objects, pictures, and numerals?
Can you play a game involving numbers to 5?
One More with Numbers 1 to 5
Can you count 1, 2, 3, 4, 5 with stories?
Can you find 1 more?
Can you build a tower by putting 1 more cube or block at a time?
Can you build number stairs showing 1 more with cubes?
Can you count up?: What comes after?
Counting 5, 4, 3, 2, 1
Can you build descending number stairs at the concrete and pictorial levels?
Count 5, 4, 3, 2, 1 using a story.
Culminating task—sort objects by use and count each group; represent one group with a number tower and numeral.
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
| RL.PK.5 Students interact with a variety of common types of texts (e.g., storybooks, poems, songs). |
| RL.PK.9.a With prompting and support, students will make cultural connections to text and self. |
| RL.PK.10 Actively engage in group reading activities with purpose and understanding. |
| RI.PK.1 With prompting and support, ask and answer questions about details in a text. |
| RI.PK.2 With prompting and support, retell detail(s) in a text. |
| RI.PK.4 Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary). |
| RI.PK.5 Identify the front cover, back cover; displays correct orientation of book, page turning skills. |
| RI.PK.6 With prompting and support, can describe the role of an author and illustrator. |
| RI.PK.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g. what person, place, thing or idea in the text an illustration depicts). |
| RI.PK.10 With prompting and support, actively engage in group reading activities with purpose and understanding. |
| RF.PK.1 Demonstrate understanding of the organization and basic features of print. |
| RF.PK.1.a Follow words from left to right, top to bottom, and page by page. |
| RF.PK.1.b Recognize that spoken words are represented in written language by specific sequences of letters. |
| RF.PK.1.d Recognize and name some upper /lowercase letters of the alphabet, especially those in own name. |
| RF.PK.2 Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes). |
| RF.PK.2.a Engage in language play (e.g. alliterative language, rhyming, sound patterns). |
| RF.PK.3 Demonstrate emergent phonics and word analysis skills. |
| RF.PK.3.b Recognizes own name and common signs and labels in the environment. |
| W.PK.2 With prompting and support, use a combination of drawing, dictating, or writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. |
| W.PK.5 With guidance and support, respond to questions and suggestions and add details to strengthen illustration or writing, as needed. |
| W.PK.8 With guidance and support, recall information from experiences or gather information from provided sources to answer a question. |
| SL.PK.1 With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and texts with peers and adults in small and large groups. |
| SL.PK.1.a Engage in agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). |
| SL.PK.1.b Engage in extended conversations. |
| SL.PK.1.c Communicate with individuals from different cultural backgrounds. |
| SL.PK.2 With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. |
| SL.PK.3 With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood. |
| SL.PK.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. |
| SL.PK.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. |
| SL.PK.6 Demonstrate an emergent ability to express thoughts, feelings and ideas. |
| L.PK.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| L.PK.1.a Print some upper- and lowercase letters.(e.g. letters in their name). |
| L.PK.1.b Use frequently occurring nouns and verbs (orally). |
| L.PK.1.d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). |
| L.PK.3 Use knowledge of language and how language functions in different contexts |
| L.PK.5.a Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent. |
| L.PK.5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites ( e.g., up, down, stop, go, in, out). |
| L.PK.5.c Identify real-life connections between words and their use (e.g., note places at school that are colorful). |
| L.PK.5.d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. |
| L.PK.6 With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts. |
| PK.CC.1 Count to 20. |
| PK.CC.2 Represent a number of objects with a written numeral 0–5 (with 0 representing a count of no objects). |
| PK.CC.3 Understand the relationship between numbers and quantities to 10; connect counting to cardinality. |
| PK.CC.3.a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. |
| PK.CC.3.b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. |
| PK.CC.3.c Understand that each successive number name refers to a quantity that is one larger. |
| PK.CC.4 Count to answer “how many?” questions about as many as 10 things arranged in a line, a rectangular array, or a circle, or as many as 5 things in a scattered configuration; given a number from 1–10, count out that many objects. |
| PK.CC.5 Identify whether the number of objects in one group is more, less, greater than, fewer, and/or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 (1: up to 5 objects) |
| PK.OA.2 Duplicate and extend (eg., What comes next?) simple patterns using concrete objects. |
There are no standards currently aligned to this resource.
| PK.MD.2 Sort objects into categories; count the numbers of objects in each category. 1 (limit category counts to be less than or equal to 10) |
There are no standards currently aligned to this resource.
• environmental noises
• phonological awareness
• print awareness
• fine motor skills and handwriting
• shared Writing
Core Vocabulary
humans
infants
mood
prefer
unique
between
exactly
shades
beneath
inside
joints
muscle
planted
softly
aware
often
only
senses
sometimes
alive
glide
shiny
touch
already
clutch
grow
siblings
brain
huddle
protect
shelter
survive
temperature
amazing
bathe
germs
quietly
Math Terminology
1 less
1 more
After
count
different
exactly the same
group
how many
line
mark
match
number
partners
the same but...
size
sort
Vocabulary for Classic Tales
accident
great
promise
escaped
feast
grand
silverware
Domain 1 assessment tasks
STAR Assessment
Observational Survey
Writing Benchmark
NYLearns.org - Letter Quiz by TeacherLED
NYLearns.org - Pictures and Print: What's the Difference?
NYLearns.org - Writing Numerals to Five by Illuminations
engageny.org Domains ELA and Math
