Curriculum Map: Pre-K March-April
Pre-K March-April
Domain 4 Plants
Classic Tales-The Little Red Hen and Thumbelina
Important People in American History- Sally Ride and Sonia Sotomayor
Module 4- Comparison of Length, Weight, Capacity, and Numbers to 5
March-April
Plants- Initial Sound Identification, initial sound synthesis and analysis, final sound identification sound pictures for /a/, /t/, and /d/, sequencing and narrative storytelling, handwriting strokes, blending two-sound words
Social Studies: Geography (continued)
Science: Earth and Space
Comparison of Length, Weight, Capacity, and Numbers to Five- identify measurable attributes of objects in terms of length, weight, and capacity, connecting measurment to quantity as students reason if there are enough, more than, less than, or the same number of objects in a set using matching and counting strategies, comparing concrete sets, comparing quantities and abstract numbers, identifying first and last in quantities up to 5 and 10 in different configurations.
The Little Red Hen and Thumbelina
What is an astronaut? (Explain that an astronaut is someone who flies a space shuttle into outerspace.)
Who is Sally Ride? (Identify Sally Ride as an astronaut who flew into space.)
Who is Sonia Sotomayor? (Identify Sonia Sotomayor as a Supreme Court justice called Justice Sotomayor)
What languages does Sonia Sotomayor speak? (State that Sonia Sotomayor speaks both Spanish and English)
How did Sonia Sotomayor becoe a justice/judge? (State that Sonia Sotomayor had to work hard to become a justice/judge)
Geography (continued)
Demonstrates knowledge of the relationship between people, places, and regions.
a) Can students identify features of own home and familiar places?
b) Can students names the street, neighborhood, city or and town where he/she lives?
c) Do students use words that indicate direction, position and relative distance?
d) Do students describe topographical features of familiar places (hill, river, roads, mountains, etc.)?
e) Do sudents create representations of topographical features in art work, and/or while playing with blocks, sand or other materials?
f) Are students aware of his/her surroundings?
Plants (Domain 4-see ELA questions)
Earth and Space: Observes and describes characteristics of earth and space.
a) Can students investigate and identifiy properties of soil, rocks, and minerals?
b) Do students investigate and identifiy physical properties and characteristics of water (solid, liquid, and gas)?
c) Can students make simple observations of the characteristics and movements of sun, moon, stars, and clouds?
d) Do students observe and discuss changes in weather and seasons using common weather related vocabulary (e.g., rainy, sunny, snowy, windy, cloudy, etc.)?
e) Do students express ways the environment provides natural resources that are needed by people (e.g., wood for lumber to build shelter, water for drinking)?
f) Can students demonstrate ways that each person is responsible for protecting our planet (e.g., recycling plastic, glass, and cardboard, reusing a plastic container sandwich box, mending clothing rather than throwing away, etc.)?
Can you write these strokes, including: zigzag, dot, bridge, cross, X, bowl, moon, wave, cane and hook?
Can you identify 5-6 initial sounds?
Are plants alive?
Can you name five plants? (e.g., tree, grass, sunflower, cactus, carrot, etc.)
Can you name the four parts of a plant? (i.e., roots, stem, leaves, flowers)
Can you state the function of the four parts of a plant? (i.e., roots soak up water; stem holds the plant up; leaves collect sunlight and air; flowers make seeds)
Do flowers grow from seeds?
Describe how a sunflower grows? (i.e., seed in ground; small root grows down; seedling comes up out of ground; fl ower grows from stem)
Are trees plants that grow for a long time?
Can you name plants’ four basic needs? (sunlight, water, air, nutrients (from soil)
How do new plants grow? (State that flowers make seeds and fruits so that new plants can grow)
Can you label the colorful part of a flower? (Use the word petal to label the colorful part of a flower)
What do fruits have that grow into new plants? (State that fruits have seeds that grow into new plants)
Can you identify four types of fruit?
Can you state three ways that plants are important to humans and animals? (i.e., they provide oxygen, food, and shelter)
Can you name five foods that come from plants? (e.g., apple, blueberry, banana, carrot, lettuce, etc.)
Can you identify the attribute of length by describing objects as tall or short?
Can you compare length using taller than and shorter than with aligned and non-aligned endpoints?
Can you compare length using longer than, shorter than, and about the same as with a simple straight object?
Can you compare length using longer than, shorter than, and the same as with a stick of linking cubes?
Can you compare length using about the same as with a stick of linking cubes?
Can you identify the attribute of weight by describing objects as heavy or light?
Can you compare weight using heavier than, lighter than, and about the same as?
Can you compare weight using heavier than, lighter than, and the same as with balance scales?
Can you identify the attribute of volume by describing containers as big or small?
Can you compare volume using more than or less than?
Can you compare volume using the same as with sand and explore conservation?
Can you find objects that match given length, weight, and volume comparison statements?
Can you identify first and last in a scattered configuration with 2–5 objects?
Can you identify first and last in a linear or circular configuration with 2–10 objects?
Can you compar and match to find that there are not enough, exactly enough, enough, with some extras?
Can you count and match to compare using fewer, the same as , and more than statements?
Can you count and match to make sets that are the same as a group of objects?
Can you compare a number of objects using more than or the same as statements?
Can you compare numbers using greater than and equal to statements. Verify with materials?
Can you compare a number of objects using less than or the same as statements?
Can you compare numbers using less than and equal to statements? Verify with materials?
Can you count and match to compare two sets of linking cube towers?
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.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.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.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.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.CC.6 Identify “first” and “last” related to order or position. |
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
| PK.MD.1 Identify measurable attributes of objects, such as length, and weight. Describe them using correct vocabulary (e.g., small, big, short, tall, empty, full, heavy, and light). |
There are no standards currently aligned to this resource.
Core Vocabulary:
buds
edible
harvested
vegetables
nourish
nutrients
roots
soil
stem
guaranteed
mammoth
sow
weeds
deeper
emerges
larger
seedling
thick
trunk
collect
garden
healthy
plant
soak
bloom
nectar
petals
raw
sip
crowded
fruit
pit
suitcase
travel
important
oxygen
root
vegetables
shade
Math Terminology:
About the same length/height/weight as (way to compare measureable attributes)
Are there enough…? (comparative question)
Balance scale (tool for weight measurement)
Bigger than (volume or size comparison)
Compare (specifically using direct comparison)
Empty (volume comparison)
Equal to (e.g., 5 is equal to 5.)
Exactly enough/not enough (comparative term)
Extra (leftovers)
Fewer/fewer than (way to compare numbers of objects, e.g., “There are fewer apples than oranges.”)
First (comparing numbers related to order or position)
Full (volume comparison)
Greater/greater than (number comparison)
Heavy/heavier/heavier than (weight comparison)
Height (measurable attribute of objects, described as tall or short)
Last (comparing numbers related to order or position)
Length (measureable attribute of objects, described as long or short)
Less than (with reference to volume, numbers of objects, or numbers, e.g., 3 is less than 4.)
Light/lighter/lighter than (weight comparison)
Long/longer/longer than (length comparison)
More than (with reference to volume and numbers of objects)
Same (with reference to volume, holding the same amount)
Set (group of objects)
Short/shorter/shorter than (length comparison)
Smaller than (volume or size comparison)
Tall/taller than (height comparison)
Weigh/weight (measurable attribute of objects, described as heavy or light)
Classic Tales:
happily
harvested
lazy
relax
wonderful
beautiful
crown
floated
underground
Important People in American History:
adventurous
astronaut
decided
launch
space shuttle
scientist
outer space
bilingual
ceremoy
hard
helpful
judge
obey
robe
Domain 4 Assessment Tasks
Module 4 Assessment Tasks
STAR Assessment
Observational Survey
