Curriculum Map: Pre-K Curriculum Map Nov-Dec
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
Second ten weeks of school
November-December
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
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?
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?
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?
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?
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
| 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). |
| 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. |
| 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. |
| 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. |
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
| 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). |
- 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
Domain 2 assessment tasks
Module 2 assessment tasks
STAR assessment
Observational Survey
Writing Benchmark
