Curriculum Map: PRe-K January-February
Pre-K January-February
Domain 3: Animals
Classic Tales - The Gingerbread Man and The Shoemaker and The Elves
Important People in American History: Martin Luther King, Jr. and Barack Obama, Abraham Lincoln
Module 3: Counting to Ten
January-February
Animals: syllable blending and segmentation, sequesning and narrative story-telling, fine motor skills and handwriting strokes, initial sound identifiction, drawing a "sound picture" for /m/
Social Studies: Economics
Science: Living Things
Module 3:Rote counting (the number word list up to 15), one-to-one correspondence (one object paired with one number word from 0 to 10), cardinality (how many in a set of up to 10 objects, number recognition (matching written numerals 0, 6, 7, 8, 9, and 10 to quantities)
The Gingerbread Man
The Shoemaker and the Elves
How do we remember Martin Luther King Jr. each year?
How did Martin Luther King Jr. want everyone to live together?
What does it mean to vote?
Who is current Pesident of the United States?
Who is Barack Obama?
What are two things that the President does as part of his/her job?
Who was Abraham Lincoln?
Whose face is on the penny?
Why was Abrahm Lincoln's nickname "Honest Abe"?
What are two main events from the story of Abraham Lincoln?
Economics: Develops a basic understanding of economic concepts within a community.
a) Do students demonstrate an understanding that money is needed to exchange for some goods and services?
b) Do students demonstrate an understanding that money comes in different forms, i.e., coins and paper money?
c) Do students recognize the roles/contributions of community workers as they produce goods/services that people need?
d) Do students recognize that goods and services may be purchased using different forms of payment, (e.g., coins, paper money, checks, electronic payment, credit cards)?
Animals (Domain 3) (see ELA questions)
What are the basic needs of animals?
What are the differences between animals and humans?
How can we learn about animals by observing them?
What are two characteristics of mammals?
Living Things: Observes and describes characteristics of living things.
a) Do students observe and discuss similarities, differences, and categories of plants and animals?
b) Can students identifie things as living or non-living based on characteristics, such as breathes, moves by itself, grows?
c) Can students explain why plants and animals need water and food?
d) Do students observe and discuss similarities, differences, and categories of plants and animals?
e) iCan students identify things as living or non-living based on characteristics, such as breathes, moves by itself, grows?
f) Can students explain why plants and animals need water and food?
g) Can students describe simple life cycles of plants and animals?
h) Can students describe and identify the different structures of familiar plants and animals. (Plants have stems, roots, leaves; animals have eyes, mouths, ears, etc.)
i) Do students recognize that plants and animals have some characteristics of their “parents"?
j) Do students observe, describe, and compare the habitats of plants and animals?
k) Do students observe, record, and explain how plants and animals respond to changes in the environment and changes in seasons?
Can you hold a writing instrument correctly between the thumb and index finger, resting against the middle finger?
Can you draw and use as motifs: vertical line, horizontal line, diagonal lines, and circles?
With prompting and support, can you use words and phrases acquired through conversations, reading, and responding to texts?
With prompting and support, can you retell important facts and information from read-alouds? Can you understand and use increasingly precise verbs related to eating, movement, and the five senses?
Can you understand and use precise nouns and verbs related to animals?
Can you segment a spoken word into separate, distinct syllables?
Can you name ten animals by name?
Can you pair pictures of mother and baby animals that look similar to each oter?
Can you identify two ways animals are born (born live or hatched)?
Can you give an example of two animals that are born alive?
Can you give an example of two animals that hatch from eggs/lay egs?
Can you sort pictures of birds, fish, and insects?
Can you state two defining characteristics of birds?
Can you state two defining characteristics of fish?
Can you state one defining characteristic of insects?
Can you state one defining characteristic of mammals?
Are humans mammals?
Can you identify three examples of mammals?
Can you identify three body parts thatt belong to animals that are not human?
Can you identify three body parts that humans and some animals have in common?
Can you name various animal body parts?
Can you describe how animals use specific body parts?
What are the three basic needs of animals?
What are two ways anmials protect themselves from weather?
What are two ways animals protect themselves from other animals?
What are two animals that camouflage themselves?
Can you rote count through 10?
Can you relate 6 to 5 and one more and 7 to 6 and one more (through ten)?
Can you use a linear configuration to count through ten in relation to 5?
Can you count to 10 from left to right with fingers?
Can you count uo to 10 objects in an array configuration?
Can you count up to 10 objects in circular configurations?
Can you arrange and count up to 10 objects in varied configurations?
Can you tally up to 10 objects?
Can you look at a numeral and count out a group of up to 10 objects?
Can you compose and decompose to 10 and match the numerals?
What is zero?
Can you represent numbers 6-10 using objects, images, and numerals?
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.2 With prompting and support, retell familiar stories. |
| 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.7 With prompting and support, students will engage in a picture walk to make connections between self, illustrations, and the story. |
| 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.2 With prompting and support, retell detail(s) 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.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.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.2.c Demonstrate awareness of relationship between sounds and letters. |
| RF.PK.2.d With support and prompting, isolate and pronounce the initial sounds in words. |
| RF.PK.3 Demonstrate emergent phonics and word analysis skills. |
| RF.PK.3.a a. With prompting and support, demonstrate one-to-one letter-sound correspondence by producing the primary sound of some consonants. |
| 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.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.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.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.c With guidance and support, form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) (orally). |
| L.PK.1.d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). |
| L.PK.1.f With guidance and support, produce and expand complete sentences in shared language activities. |
| L.PK.2 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| L.PK.2.a Capitalize the first letter in their name. |
| L.PK.2.b Attempt to write a letter or letters to represent a word. |
| L.PK.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading and content. |
| L.PK.4.a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). |
| 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.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.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. |
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.
Animals:
animals
beak
furry
sharp
sniff
trunk
underground
pesky
sticky
leap
capture
burrows
carnivores
herbivores
lap
nibble
camouflage
oily
pants
shell
twig
belong
cave
flippers
grazes
herd
foal
litter
pouch
chrysalis
hatch
tadpole
fins
gills
insects
pack
cuddle
fawn
mammals
smooth
Martin Luther King, Jr. :
dream
peaceful
solve
talent
Barack Obama:
different
laws
office
president
voted
The Gingerbread Man:
away
clever
mixture
tasty
The Shoemaker and The Elves:
evening
morning
perfectly
poor
worried
Abraham Lincoln:
axe
beside
borrowed
fireplace
honest
ruined
terrible
Math Terminolgy: numerals 0,6,7,8,9,10
shapes (rectangle, triangle, squar, circle)
Sides
Tally marks
Zero (number word)
Domain 3 assessment tasks
Module 3 assessment tasks
STAR assessment
Observational survey
