Curriculum Map: Pre-K May-June
Pre-K May-June
Domain 5 Habitats
Classic Tales-How Turtles Got Their Shells, Why Flies Buzz, and The Three little Pigs
Module 5-Addition and Subtraction Stories and Counting to 20
May-June
Habitats-
Identifying initial sounds and sound pictures
Drawing sound pictures/writing letters
Narrative storytelling
Segmenting words
Blending three-sound words
Social Studies: History
Science: Scientific Thinking and Physical Properties
Module 5- the concept of addition (3 apples and 1 more apple make 4 apples), work with operations, focusing on addition and subtraction stories with numbers 1 to 5, learn to write numerals 0-5 and explore patterns.
Classic Tales: How Turtles Got Their Shells, Why Flies Buzz, and The Three Little Pigs
What are some symbols that represent the United States?
Can you identify the American flag?
Can you identify the symbols on the American flag? (stars & stripes)
Can you recite the Pledge of Alligance?
History: Develops an understanding of how people and things change over time and how to relate past events to their present and future activities.
a) Can students identify routines and common occurrences in his/her life?
b) Can students identify changes over time in him/herself, his/her families, and in his/her wider community?
c) Can students retell important events in sequential order?
d) Can students demonstrate interest in current events that relate to family, culture, and community?
e) Can students use words and phrases that differentiate between events that happen in the past, present and future, e.g., uses phrases like “when I was a baby…” or “before I moved to my new house.”?
Habitats (Domain 5)
See ELA questions.
Scientific Thinking: Tests predictions through exploration and experimentation.
a) Can students gives oral, written or graphic explanations of what he/she wants to learn?
b) Do students uses a variety of tools and materials to test predictions through active experimentation (child uses magnifying glass to examine pine needles; child puts large paper clip on water to see if it floats.)?
c) Do students replicate or change the experimental approach?
d) Can students record and organize data using graphs, charts, science journals, or other means of recording?
Can you identify by name the woodland, ocean, desert, farm, pond (woods, forest) habitat when shown a picture of the woodland, ocean, desert, farm, pond?
Can you name one plant and two animals that live in the woodland, (3 animals) ocean, desert, farm, pond?
Can you state that the ocean habitat has salty water and a sandy beach?
Can you state that the desert habitat is hot and dry?
Can you state that the food humans eat is grown on farms?
Can you point to the front cover, title, and back cover of a book; the top, middle, or bottom of a page; the beginning of the book; where to start reading a book; the order that words are read on a page; the end of the book; a word; and a letter?
Can you hold a book correctly, turning the pages, while pretend-reading?
Can you use cover and illustration cues to locate those books that pertain to a particular topic or might answer a topical question?
Can you recognize, call by name, and indicate the role of school personnel?
Can you greet adults as “Mr. (name),” and/or “Ms. or Mrs. (name)” ?
Can you ask questions about oral directions or verbal explanations?
Can you describe an event or task that one has just experienced in the immediate past?
Can you describe an event or task that will take place in the future?
Do you understand and use the negative forms of declarative sentences, questions, and imperatives?
Can you write the numerals 0-5?
Can you act out, solve, and represent add to with result unknown story problems?
Can you solve, put together with total unknown story problems?
Can you create and solve addition story problems using drawings?
Can you act out, solve, and represent take from with result unknown story problems?
Can you create and solve subtraction story problems by drawing?
Can you solve addition story problmes using fingers, respresntative objects, and representative drawings?
Can you solve subtractions story problems using fingers, representative objects, and representative drawings?
Can you identify patterns and growth patterns using objects?
Can you identify, duplicate, and extend patterns?
Can you create a story problems and act it out (culminating task)?
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.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.e Recognize that letters are grouped to form words. |
| 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.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.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.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.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.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.2.c With guidance and support, attempt to spell simple words phonetically, drawing on knowledge of sound-letter relationships. |
| 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.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.OA.1 Demonstrate an understanding of addition and subtraction by using objects, fingers, and responding to practical situations (e.g., If we have 3 apples and add two more, how many apples do we have all together?). |
| PK.OA.2 Duplicate and extend (eg., What comes next?) simple patterns using concrete 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.
Core Vocabulary:
bank
damp
fragile
hike
shady
tiptoe
autumn
boulder
clearing
clump
gnawed
dive
lake
still
croaking
crouching
murky
reeds
shallow
burrow
enormous
tidal
pool
wading
waves
binoculars
dart
peer
prickly
sandy
scurry
badger
basks
blazes
chases
hisses
coop
hay
flow
pasture
rooting
shearing
wool
Classic Tales:
flying south
summer
tightly
winter
wonder
afternoon
cart
chimney
continued
hurried
lane
horrid
pesky
rude
sturdy
Math Terminology:
Add/Addition
Addition story
All together
Are left
Equals
In all
Math drawing
Number sentence
Pattern
plus
put together
repeating part
sixteen
seventeen
eighteen
nineteen
twenty (number words)
subtract/subtraction
subtraction story
take away
total
Domian 5 assessment tasks
Module 5 assessment tasks
STARS
Observational Survey
Writing Benchmark
engageny.org
edpuzzle.com
