Last updated: 3/17/2015

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Curriculum Map: Pre-K Curriculum Map Nov-Dec

Subject/Grade Level/Unit Title:

Pre-K

November-December

Domain 2: Families

Important People in American History: The Pilgrims, Native Americans

Classic Tales: Goldilocks and the Three Bears

Math Module 2

Timeframe Needed for Completion/Grading Period:

Second ten weeks of school

November-December

Big Idea/Themes/Understandings:

Families and Communities- Environmental noises, nursery rhyme recitation, word awareness, rhyme, syllable: segmenting, syllable: blending, name recognition, alphabet knowledge, print concepts, motor skills, handwriting strokes

Social Studies: Geography (continued), Career Development

Shapes- In the context of classroom play, children learn to identify, describe, sort, compare, and create 2D and 3D shapes and objects.

Science: Native Americans, weather/seasons, Scientific Thinking

 

 

 

Essential Questions: Social Studies

What is a country?

What is our country like today?

What is the Pledge of Alligance?

What was our country like a long time ago?

Who were the first people to live in America?

Geography:

Demonstrates awareness and appreciation of their own culture and other cultures.

a) Do students talk about and/or shows items related to his/her family and cultural traditions to others?

b) Do students question why and/or how people are similar/different?

c) Can students describe some of the holidays, dances, foods, costumes and special events, related to his/her own culture?

d) Do students demonstrate an understanding of similarities and differences between and among individual people and families?

Career Development:

Demonstrates interest and awareness about a wide variety of careers and work environments.

a) Do students ask questions about and shows an interest in the jobs of his/her family members and/or “community helpers”?

b) Do students recognize that people depend on “community helpers” to provide goods and services?

c) Can students identifie the tools and equipment that correspond to various roles and jobs? 

d) Do students takes on the role of a “community helper”, e.g., dramatic play or in acting out a story or song?

e) Do students indicate an interest in a future career by making statements like, “I want to be a firefighter when I grow up.” ?

f) Do students talk about a parent’s, a relative’s or a neighbor’s job?

Essential Questions: Science

What are the four seasons?

What is weather?

How does the change of season/weather affect our lives?

Scientific Thinking: Generates explanations and communicates conclusions regarding experiments and explorations. 

a) Can students compare and contrast attributes of objects, living things, and events in the environment to organize what they have learned?

b) Can students identifie cause and effect relationships?

c) Can students verify predictions by explaining “how” and “why” ?

d) Do students make age appropriate, logical conclusions about investigations?

e) Do students share ideas about objects, living things and other natural events in the environments through words, pictures, and other representations?

 

Essential Questions: Language Arts

If  given a word can you provide a rhyming word?

Can you classify and sort by color?

Can you describe oneself, home, and immediate family?

Can you describe an event or task that has already taken place outside the immdiate time and place?
Can you understand and use precise nouns and verbs related to families and communities?

With prompting and support, can you use words and phrases acquired through conversations, reading and being read to, and respond to texts?

Who are the members of your family?

How does your family care for you?

What is a home?

Can you name two kinds of homes?

What is a chore?

What are two activities you do with your families?

What is one of your family traditions?

Can you name a member of your extended family? 

 

What are two ways that family celebrate?

What is the name of the community in which you live?

Can you name and desscribe two different community helpers?

 

Essential Questions: Mathematics

Can you find and describe circles, rectangles, squares, and triangles (using informal language)?

Can you identify, analyze, sort, compare, and position triangles?

Can you identify, analyze, sort, compare, and position rectangles and squares?

Can you identify, analyze, sort, compare, and position circles.

Can you identify, analyze, sort, compare, and position triangles, rectangles, squares, and circles?

Can you construct a triangle?

Can you construct a rectangle and a square?

Can you construct a circle?

Can you find and describe a solid shape (informal language)?

Can you identify, analyze, sort, compare, and match solid shapes to a 2D face?

Can you identify, analye, sort, compare, and build with solid shapes?

Can you position solid shapes to create a model of a familiar place?

 

Social Studies:
There are no standards currently aligned to this resource.
Science:
There are no standards currently aligned to this resource.
Language Arts: Reading

RL.PK.1
With prompting and support, ask and answer about detail(s) in a text.

RL.PK.3
With prompting and support, ask and answer questions about characters and major events in a story.

RL.PK.4
Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary).

RL.PK.5
Students interact with a variety of common types of texts (e.g., storybooks, poems, songs).

RL.PK.6
With prompting and support, can describe the role of an author and illustrator.

RL.PK.7
With prompting and support, students will engage in a picture walk to make connections between self, illustrations, and the story.

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.

RL.PK.11
With prompting and support, make connections between self, text, and the world around them (text, media, social interaction).

RI.PK.1
With prompting and support, ask and answer questions about details in a text.

RI.PK.3
With prompting and support, describe the connection between two events or pieces of information 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.9
Not applicable to prekindergarten.

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.c
Understand that words are separated by spaces in print.

RF.PK.1.f
Differentiate letters from numerals.

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.2.b
Recognize and match words that rhyme.

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.

RF.PK.4
Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading).

Language Arts: Writing

W.PK.1
With prompting and support, use a combination of drawing, dictating, or writing to express an opinion about a book or topic (e.g., I like…. because…)

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.3
With prompting and support, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to what happened.

W.PK.5
With guidance and support, respond to questions and suggestions and add details to strengthen illustration or writing, as needed.

W.PK.7
With guidance and support, participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

W.PK.8
With guidance and support, recall information from experiences or gather information from provided sources to answer a question.

W.PK.11
Create and present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, with prompting and support as needed.

Language Arts: Speaking and Listening

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.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.

Language Arts: Language

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.e
In speech, use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

L.PK.1.f
With guidance and support, produce and expand complete sentences in shared language activities.

L.PK.3
Use knowledge of language and how language functions in different contexts

L.PK.5
With guidance and support, explore word relationships and nuances in word meanings.

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.6
With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Mathematics: Counting and Cardinality
There are no standards currently aligned to this resource.
Mathematics: Operations and Algebraic Thinking
There are no standards currently aligned to this resource.
Mathematics: Number and Operations and Base Ten
There are no standards currently aligned to this resource.
Mathematics: Measurement and Data
There are no standards currently aligned to this resource.
Mathematics: Geometry

PK.G.1
Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as top, bottom, up, down, in front of, behind, over, under, and next to.

PK.G.2
Correctly name shapes regardless of size.

PK.G.3
Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes, using informal language to describe their similarities, differences, and other attributes (e.g., color, size, and shape).

PK.G.4
Create and build shapes from components (e.g., sticks and clay balls).

Essential Skills and Vocabulary:
  • environmental noises
  • rhyme awareness and production
  • compound word and syllable blending and segmenting
  • fine motor skills and handwriting strokes

Core Vocabulary

cherish

countries

cousins

guide

visit

celebrate

family

sharing

bright

handy

stilts

straw

weave

activities

chores

organized

pretend

repeat

behind

brim

full

grinned

nearly

struggle

decorate

honor

lanterns

throughout

traditions

career

interesting

introduce

rode

recycle

 

Math Terminology

above, behind, below, etween, down, in, in front of, next to, off, on, udner, up

circle

corner

face

flat

model

pointy

rectangle

roll

round

shape

side

slide

square

stack

straight

triangle

 

Core Vocabulary for Classic Tales

finally

forest

startled

tiny

 

Core Vocabulary for Important People in American History

baskets

before

cities

many

Native Americans

England

harvest

king

Pilgrims

ship

Thanksgiving

 

 

 

 

Assessment Tasks:

Domain 2 assessment tasks

Module 2 assessment tasks

STAR assessment

Observational Survey

Writing Benchmark

Resources:
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