Pre-KINDERGARTEN CURRICULUM

Transcription

1 Pre-KINDERGARTEN CURRICULUM CONTENT AREA: English Language Arts GRADE: Pre-K UNIT #: 1 UNIT NAME: Reading: Literature # STUDENT LEARNING OBJECTIVES Preschool Teaching and Learning Standards Key Ideas and Details 1 With prompting and support, ask and answer key elements in a familiar story or poem. RL.PK.1 2 With prompting and support, retell familiar stories or poems. RL.PK.2 3 With prompting and support, identify characters, settings and major events in a familiar story. RL.PK.3 Craft and Structure 1 With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud. RL.PK.4 2 Recognize common types of literature (storybooks and poetry books). RL.PK.5 3 With prompting and support, identity the role of author and illustrator in telling the story. RL.PK.6 Integration of Knowledge and Ideas 1 With prompting and support, using a familiar storybook, tell how the illustrations support the story. RL.PK With prompting and support, using a familiar storybook, tell how adventures and experiences of characters are alike and how they are different. Actively participate in read aloud experiences using age appropriate literature in individual, small and large groups. RL.PK.8 RL.PK.9

2 Vocabulary: storybook, poetry book, character, setting, illustrator/illustrations, author, Effective Practices in Reading Literature: Make appropriate connections to children s work and interests, predict topic by looking at front cover illustration, look at few illustrations throughout the book to build anticipation, identify title, author and illustrator and the roles of each. Prepare children for listening to a new book during read alouds by building on background knowledge (e.g., make appropriate connections to children s work and interests) Read aloud the entire book with few interruptions and use motivating expression appropriate to storyline. Read and reread favorite books followed with a discussion guided by the particular objectives for reading the book with higher level questioning techniques (e.g., What was the problem? Did he learn something new or a lesson? Tell me more.) Refer back to story to clarify difficult parts. Encourage questions about unfamiliar words and their meanings. Compare/contrast characters from two favorite stories. How are they the same? How do they differ? Analyze illustrations and make predictions ( I see a clue in this picture that helps me guess what may happen on the next page. ) Unit Essential Questions: What is the job of the author? What is the job of the illustrator? What information can you find on the cover of a book? How is this character like another character that you have heard about? What does this story remind you of? What are characters? What is the setting of a story? Why do stories have stories have characters, settings and important events? Unit Learning Targets: Students will know the job of the author is to write the story in words the job of the illustrator is to draw the pictures to tell/accompany the story the title, author and illustrator can be found on the cover of a book characters are the people or animals the story is about the setting is the place where the story takes place/happens stories have events, which are the things that happen in a story Students will do make connections between story events and personal experiences retell a simple story in sequence with picture support will identify the title and author of a story identify the characters of a story discuss the events of a story tell why a book/story is liked or disliked compare and contrast two stories on the same topic listen to a wide variety of genres read aloud Resources myon Zaner Bloser Voices PreK Read Aloud Trade Books, 18 titles

3 Zaner Bloser Voices PreK Big book of Real Aloud Tales 1 and 2 learning experience charts shared writing Language and Literacy Centers Summative Assessments: participation and teacher observation daily work Formative Assessments: teacher observation student participation class discussion open ended questions presentation and projects anecdotal notes cooperative learning groups CONTENT AREA: English Language Arts GRADE: Pre-K UNIT #: 2 UNIT NAME: Reading: Informational Text # STUDENT LEARNING OBJECTIVES Preschool Teaching and Learning Standards Key Ideas and Details 1 With prompting and support, ask and answer questions about key elements in a familiar text. RI.PK.1 2 With prompting and support, recall important facts from a familiar text. RI.PK.2 3 With prompting and support, make a connection between pieces of essential information in a familiar text. RI.PK.3 Craft and Structure 1 With prompting and support, ask and answer questions about unfamiliar words in informational text. RI.PK.4 2 Identify the front and back cover of a book. RI.PK.5

4 3 With prompting and support, identity the role of author and illustrator in presenting ideas in informational text. RI.PK.6 Integration of Knowledge and Ideas 1 With prompting and support, tell how illustrations support the text (information or topic) in informational text. RI.PK.7 Range of Level and Complexity 1 Actively participate in read aloud experiences using age appropriate information books individually, and in small and large groups. RI.PK.9 Vocabulary: informational text, character, setting, illustrator/illustrations, author, fiction, nonfiction Effective Practices in Reading: Literature Compare and contrast favorite story books and favorite informational texts and discuss which book is fiction (e.g., which tells a story) and which is information (explains or shares real information) Model and encourage using new and interesting vocabulary words from informational text. Model the use of context clues to identify the meaning of unfamiliar words in informational text. Identify the author and illustrator of books. Read and reread several informational books on topics of interest to the children. Compare and contrast books and illustrations of several books on topics of interest to the children. Discuss how pictures or illustrations in informational books describe the writer s words. Invite children s participation in discussions and make connections to the topics. Unit Essential Questions: What is the job of the author? What is the job of the illustrator? What information can the pictures or illustrations give you? How is this book like another that you have read? Unit Learning Targets: Students will know the job of the author is to write the story in words the job of the illustrator is to draw the pictures to tell/accompany the story the title, author and illustrator can be found on the cover of a book that pictures/illustrations support the meaning in informational text. Students will do make connections between story events and personal experiences. will identify the title and author of a story.

5 share information through discussion. compare and contrast two stories on the same topic. begin using context clues to find meaning in informational text. Resources myon learning experience charts Zaner Bloser Voices Oral Language Cards Zaner Bloser Voices Oral Concept Cards shared writing Language and Literacy Centers Summative Assessments: participation and teacher observation daily work Formative Assessments: teacher observation student participation class discussion open ended questions presentation and projects anecdotal notes cooperative learning groups CONTENT AREA: English Language Arts GRADE: Pre-K UNIT #: 3 UNIT NAME: Reading: Foundational Skills # STUDENT LEARNING OBJECTIVES Preschool Teaching and Learning Standards Print Concepts 1 Begin to demonstrate understanding of basic features of print. (a) Follow words from left to right, top to bottom, page by page. (b) Recognize that spoken words can be written and read. (c) Recognize that words are separated by spaces. (d) Recognize and name upper and lower case letters of the alphabet. RF.PK.1,a,b,c,d

6 1 Phonological Awareness Demonstrate an understanding of beginning phonics and word skills. (a) Associates many letters (consonants and vowels as ready) with their names and their most frequent sounds. (b) Segment syllables in spoken words by clapping out the number of syllables. RF.PK.3,a,b,c,d Phonics and Word Recognition 1 Demonstrate understanding of spoken words and begin to understand syllables and sounds (phonemes). (a) Recognize and produce simple rhyming words. (b) (Begins in kindergarten). (c) Recognize their name in print as well as other familiar print in the environment. RF.PK.2,a,b,c,d Fluency 1 Begin to engage in a variety of texts with purpose and understanding. RF.PK.4 Vocabulary: alphabet, letter, sound, capital, lowercase, syllable, rhyme, Effective Practices in Reading: Foundational Skills Draw children s attention to the functions and features of print during read aloud discussions, small group activities, and incidentally throughout the day (e.g., point out that the person whose name is on the helper chart starts with an uppercase letter R, or during a real aloud discussion point out that the words in the title of the book are separated by spaces). Display printed labels and other print examples throughout the classroom environment that has meaning to the children during their daily activities. Display children s names on boards and walls throughout the classroom, establishing name recognition. Ensure authentic opportunities for reading environmental print during the day. Model reading print, tracking with a pointer or finger to ensure the understanding of left to right and top to bottom progression. Provide relevant, topical literacy props that include print throughout the classroom (phone books, menus, order pads, signs, labels). Use rhythm sticks, claps, snaps, or body movements to segment the syllables in children s names and other words. Engage children in activities, read storybooks and poems, sing songs and chants that have repetitive patterns, alliterations, rhymes, and refrains that are engaging and playful. Read and reread rhyming books and texts to children. Encourage children to make up their own rhymes and alliterations. Draw children s attention to the sounds children hear in words (e.g., by asking for the children whose names start with the /m/, M sound to go wash their hands for snack). Provide activities where children sound match (e.g., show a picture of a snake, a dog, and a house and ask children which one starts with /s/).

7 Integrate activities throughout the day that draw attention to the printed letter and the sounds letters make. Provide name game activities throughout the day for children to learn to recognize their names and the letters in their names. Find opportunities to read and write children s names daily. While writing the name, spell each letter aloud and invite children to read the name and spell each letter with you. Encourage children to interact with functional print materials (labels, signs, directions with pictures) and child-generated writing samples (class books, notes to teacher, labels with pictures on shelves and drawings that incorporate children s writing). Share reading and rereading favorite books giving children the opportunity to read along parts of the story they remember. Choose some books based on the use of repeated refrains, and strong patterns of predictability so children can participate with the reading. Engage children in conversation about their favorite books and texts. Ensure ample time for individual use of the classroom library and books. Unit Essential Questions: Do all words need a vowel? Can you make words rhyme? How do you figure out a new word? What is an uppercase letter? What is a lowercase letter? What happens when we blend sounds together? How are words made? Unit Learning Targets: Students will know that words are made up of a sequence of phonemes (sounds). the order of the alphabet through song and play. begin to associate the names of letters with their shapes (upper and lowercase). recognize his own name in print. begin to make some letter-sound matches. Students will do engage in language play. recite rhymes, songs and familiar texts. may read some high-frequency words. identify words that rhyme. play with alliterative language. recognize and produce spoken words that begin with the same phoneme. isolate beginning phonemes in spoken words.\ begin to blend phonemes to make words. Resources myon Zaner Bloser Voices PreK Read Aloud Trade Books, 18 titles Zaner Bloser Voices PreK Big book of Real Aloud Tales 1 and 2 learning experience charts shared writing Language and Literacy Centers nursery rhymes

8 finger plays Zaner Bloser Voices Touch and Trace Letter Cards various Toddler Tune CDs Summative Assessments: participation and teacher observation daily work Formative Assessments: teacher observation student participation class discussion open ended questions presentation and projects anecdotal notes cooperative learning groups CONTENT AREA: English Language Arts GRADE: Pre-K UNIT #: 4 UNIT NAME: Writing # STUDENT LEARNING OBJECTIVES Preschool Teaching and Learning Standards Text Type and Purpose 1 Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share a preference or opinion during play or other activities. 2 Use a combination of drawings, dictation, scribble writing, letter-strings or invented spelling to share information during play or other activities. W.PK.1 W.PK.2 Production and Distribution of Writing 1 With guidance and support, share a drawing with dictation, scribble writing, letter-strings or invented spelling to describe an event real or imagined. W.PK.5

9 2 With guidance and support, use digital tools to express ideas (e.g., picture of a block structure to document or express ideas, etc.) W.PK.6 Research to Build Knowledge 1 With guidance and support, participate in shared research and shared writing projects. W.PK.7 2 With guidance and support, recall information from experience or familiar topic to answer a question. W.PK.8 Vocabulary: print, letters, drawing, pictures Effective Practices in Reading: Writing Model teacher writing in a variety of genres throughout the day and encourage children s writing. Provide shared writing opportunities. Display interactive examples of writing (including pictures) at children s eye level for intentional follow-up activities. Take dictation for a child by writing exactly what the child says and making sure the child can see what you are writing. Read the dictation back to the child tracking their words with a finger. Encourage individual and small groups of children to write at the writing center and other centers independently or with teacher support. Model the process of classroom bookmaking by using different sizes and shapes of paper, varied and interesting colors, etc. Ensure exciting book making materials are available at the writing and art centers. Frequently share class-made books and display in library and throughout the room. Have children share or buddy-read with a partner and take a copy home to read with families. Provide a variety of writing tools: crayons, markers, chalk, pencils, colored pencils. Unit Essential Questions: How can I share information through writing? How do I describe my writing? How do I practice writing symbols and words? How do I choose a topic about which to write? Unit Learning Targets: Students will know That information can be shared through dictation. Illustrations tell part of a story. How to communicate an idea through dictated words and/or pictures. Students will do Create illustrations and write about them. Share information through pictures and dictated words. Illustrate and/or tell about a specific topic. Generate ideas for a picture, story or share writing topic.

10 Identify and/or create illustrations that depict story detail. Write symbols, words or simple phrases that communicate an idea. Experiment with a variety of writing tools. Create letter forms using various materials. Print letters in name using letter-like forms or conventional print Resources Zaner-Bloser Handwriting; On the Road to Writing and Reading Handwriting Without Tears apples4theteacher.com Summative Assessments: writing skills checklist student work samples over time Formative Assessments: teacher observation student participation class discussion open ended questions presentation and projects anecdotal notes cooperative learning groups CONTENT AREA: English Language Arts GRADE: Pre-K UNIT #: 5 UNIT NAME: Speaking and Listening # STUDENT LEARNING OBJECTIVES Preschool Teaching and Learning Standards Comprehension and Collaboration 1 Participate in conversation and interaction with peers and adults individually and in small and large groups. SL.PK.1,a,b 2 Ask and answer questions about a text or other information read aloud or presented orally. SL.PK.2

11 3 Ask and answer questions to seek help, get information or follow directions. SL.PK.3 Presentation of Knowledge and Ideas 1 Begin to describe familiar people, places, things and events and sometimes with detail, SL.PK.4 2 Use drawings or visual displays to add descriptions to provide additional detail. SL.PK.5 3 With guidance and support, speak audibly and express thoughts, feelings and ideas. SL.PK.6 Vocabulary: speaker, audience, listening, discussion Effective Practices in Reading: Speaking and Listening Read and reread favorite books and texts so that children can become familiar enough with the story or text to be successful in identifying important information with some detail. Create a climate of discourse that values conversations, dialogue, questions, and reflections, including wait-time. Provide activities and props throughout the classroom that encourage interactions, conversations, and support connections to concepts learned. Revisit classroom rules that support classroom discussions. Provide opportunities for discussions that include details of familiar people, places and things and events with individual children, and in small and large groups. Offer individual, small and large group opportunities throughout the day to express and share activities, ideas, feelings or other information in a classroom climate that values discourse. Unit Essential Questions: How are speaking and listening connected skills that build the foundation for literacy and communication? How do I listen for meaning? How do I appropriately express my thoughts? Unit Learning Targets: Students will know How to listen and respond appropriately in conversations. How to ask and answer relevant questions. How to share an experience when asked. How to speak in simple sentences. Recite rhymes, songs and familiar text. Answer questions. Pose questions and listen to ideas of others. Contribute to class discussion. Share information about an item of interest.

12 Students will Participate in Show and Tell activities. Ask or answer a question with a response that makes sense. Respond to adult s directions. Speak clearly enough to be understood by most listeners. Answer question about shared information. Participate in fingerplays and songs. Use appropriate volume to be heard by group, paying attention to inside and outside voices. Participate respectfully in class or group discussions. Tell teacher or peer about a home experience or event. Resources Summative Assessments: participation and teacher observation daily work Formative Assessments: teacher observation student participation class discussion open ended questions presentation and projects anecdotal notes cooperative learning groups CONTENT AREA: English Language Arts GRADE: Pre-K UNIT #: 6 UNIT NAME: Language # STUDENT LEARNING OBJECTIVES Preschool Teaching and Learning Standards Conventions of Standard English 1 Begin to understand the convention of standard English grammar when speaking during interactions and activities. (a) Print many alphabet letters. L.PK.1,a,b,c,d,e,f

13 (b) Use frequently occurring nouns and verbs. (c) Form regular plural nouns. (d) Understand and use question words (e.g., who, what, where, when, why, how). (e) Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, by, with). (f) Begin to speak in complete sentences. (g) Understands and can follow simple multi-step directions. 2 Begin to understand the convention of standard English grammar when speaking during reading and writing experiences throughout the day. (a) begins in kindergarten (b) begins in kindergarten (c) Attempt to write a letter or letters by using scribble-writing, letter-like forms, letter strings, and invented spelling during writing activities throughout the day. Vocabulary Acquisition and Use 1 Begin to determine the meaning of new words and phrases introduced through preschool reading content. (a) With guidance and support, generate words that are similar in meaning (e.g., rock/stone, happy/glad). (b) begins in kindergarten 2 With guidance and support, explore word relationships. (a) Begin to sort familiar objects (e.g., sort a collection of plastic animals into similar groups: dogs, tigers, bears). (b) Begin to understand opposites of simple and familiar words. (c) Identify real-life connections between words and their use (e.g., Tell me the name of a place in the classroom that is noisy or quiet. ). L.PK.2,a,b,c L.PK.4,a,b, L.PK.5a,b,c 3 Use words and phrases acquired through conversations, activities and read alouds. L.PK.6 Vocabulary: prepositions, plurals, rhymes, sentences Effective Practices in Reading: Language Respond to children using their words ( reflect back ) with the correct plural forms, tenses, prepositions and in complete sentences. Ensure that children have interesting opportunities to practice language using plural forms, prepositions, complete sentences, and question sentences by using props and toys in engaging individual, small and large-group opportunities. Unit Essential Questions: Is it possible for information to be shared in more than one way? Unit Learning Targets: Students will know

14 They are able to use verbal and nonverbal language to communicate for a variety of purposes. That words may be spoken in other languages. Students will do Speak several words in Spanish. Use words and gestures to communicate meaning in many forms. Say words in a new language after hearing them. Use words and phrases acquired through conversations, activities and read alouds. Begin to print many letters of the alphabet, especially those in his/her name. Resources Summative Assessments: participation and teacher observation daily work Formative Assessments: teacher observation student participation class discussion open ended questions presentation and projects anecdotal notes cooperative learning groups