Groton Public Schools

Groton Public Schools Curriculum Map

INTRODUCTION

Language Arts Pre-kindergarten

Course Purpose:

To meet the demands of the 21st century, Groton Schools’ pre-kindergarten students will be able to read, write, speak, view, and listen at grade level and meet district and state standards for Language Arts. Our goal is to instill a love of learning by providing students a world class education which develops life-long readers and writers.

Major Learning Goals and Understandings:

Students will:  read, write, speak, listen, and view to build an understanding of written, visual, and oral text.

 experience, understand, respond to, and appreciate a variety of texts from many literary periods and cultures.

 apply the writing process to develop effective pieces of writing and use the conventions of the English language and reflect a variety of purposes and audiences.

 create works using visual, written, oral, performance, and technological formats.

 employ the language arts for life-long learning, work, and enjoyment.

21st Century Learning Expectation(s): www.p21.org

All students will have common learning experiences that will include: opportunities to demonstrate collaborative learning, critical thinking, problem solving, global citizenship, digital literacy, and innovation. All students will demonstrate their development in the areas of communication, including; the use of interactive technologies, the ability to evaluate the credibility and/or appropriateness of digital information, the interpretation of embedded literacy across the content areas, and the strengthening of personal responsibility. Theme and # of Weeks

1. I Am Special 2. The World Around Me (5 senses, fall changes) ( Placement week + 4 weeks of instruction) (4 weeks of instruction +Benchmark week) 3. My Family Loves Me 4. A Time to Celebrate –(Holidays & Cultures) (4 weeks of Instruction) (4 weeks of instruction + Benchmark week) 5. What’s happening outside my window? (changes in nature and 6. Hands are for Helping (friendship and working together) adaptation) (4 weeks of instructions + Benchmark Week ) (4 weeks of instruction) 7. New life (Spring) 8. We are a Team (teamwork and community) (4 weeks of instruction) (4 weeks of instruction + Benchmark week)

Mappers/Authors: Hilary Baude, Karen Young Date Approved: June 2012

Theme 1: I Am Special Theme 1 - I Am Special Grade: Subject: Course: Length of Unit: Pre-k Language arts 5 weeks

Common Core Overarching State Standards

Although Pre-k does not have common core standards, all K common core standards listed below are introduced in Theme 1.

Actively engage in reading groups/read alouds with purpose and understanding (RL10)(RI10)

Uses drawing to tell about an event. (W2)

Common Core Supporting Standards

RL13, 6, 7, 10 RI1,4,6,7,10 R1d, 3c W2 SL1,1a,4,5,6 L1,5, 5c, 6

Connecticut State Standards

Part 2 – Standards Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering The students will know: The students will be able to:

Reading Behaviors Reading Behaviors  author and illustrator  Name and distinguish the roles of author and illustrator(RL6)(RI6) Understanding and remembering  rules for handling books and engaging in Creating, Evaluating, reading activities (eg:  Actively engage in reading groups/read alouds with purpose and Analyzing, Applying, Understanding and attend to reader or speaker understanding (RL10)(RI10) Remembering for approximately 5 min., sharing, taking turns)

 front and back of book

Applying, Understanding and Speaking and Listening Speaking and Listening Remembering  appropriate  Participate in appropriate conversation with peers about topics and conversation (topics and texts and follow agreed upon rules for discussion(SL1, 1a,4) Applying, Understanding and words appropriate for Remembering school) Applying, Understanding and  thoughts, feelings,  Speak audibly and express thoughts, feelings, and ideas clearly (SL6) Remembering ideas Remembering  rules for discussion  Use words and phrases acquired through conversations, being read to, and (sharing, taking turns, eyes responding to texts (L6) on speaker) Phonics Phonics  Recognize and name all capital and lowercase letters of the alphabet Analyzing, Applying,  Letters of the alphabet: (Introduce) (RF1d) Understanding and letters are different than Remembering pictures and numbers.

Vocabulary Vocabulary Analyzing, Applying,  Question words (who,  Ask and answer questions about unknown words (RI4) Understanding and what, where, when, why, Remembering how) Applying, Understanding and  Environmental print Remembering

 Explore word relationships and nuances in word meanings (L5, 5c) Understanding and Remembering

Understanding and Comprehension Remembering  Question words (who, what, where, when, why,  Use words and phrases acquired through conversations, being read to, and Evaluating, Analyzing, Applying, Understanding and responding to texts (L6) how) Remembering

 Major event Applying, Understanding and Remembering  characters Comprehension  Ask and answer questions about key details in text (RI1)(RL1)  illustrations link to Analyzing, Applying, print Understanding and  Identify characters, setting, and major events(RL3) Remembering Language Usage Applying, Understanding and  Question words (who, Remembering what, where, when, why, how)  Make inferences from illustrations in a story (RL7)(RI7)  Environmental print Remembering

Language Usage  Demonstrate command of the conventions of standard English grammar Creating, Evaluating, when speaking(L1) Analyzing, Applying, Understanding and Remembering Fluency  Explore word relationships and nuances in word meanings (L5, 5c)  High frequency words (a) Writing  Proper pencil grip  Use words and phrases acquired through conversations, being read to, and responding to texts (L6)  Posture for writing/drawing Fluency  Shape formation  Read common high frequency words(RF3c)

 Facts about self Writing  Details about self (eg:  Use a combination of drawing, dictating, and writing to compose facial features) informative/explanatory texts in which they name what they are writing about and supply some information about the topic (W2) (Example: Draw a self-portrait. Student then describes their picture to an adult who may dictate for them.)

Big Idea and Essential Questions

 Big idea Theme: I am special. Language Arts:

 Essential Question

What makes me special? Why are we all different?

Part 3 – Common Unit Assessments

Observation/anecdotal notes: Used to assess progress in all language arts concepts introduced in Pre-kindergarten. Small group inquiry project based on essential question/theme. Reading progress assessment Retell Assessment

Part 4 – Common/Assured Learning Experiences

Includes a description of what all students will have experienced in this unit district-wide, such as critical projects, readings, field trips, or experiments. Learning activities must: promote higher order thinking, use learning and technology, and respect learner differences. The effective teaching strategies and 21st century learning skills listed below should be used as a reference when developing the common assured learning experiences. After completing the descriptions of the learning experiences, please check the appropriate boxes.

A minimum of 2 technology/multi-media experiences related to the theme, concept or genre which may include but are not limited to:

Students will complete All About Me book on Starfall.com http://www.starfall.com/n/level-b/me/load.htm?f Bookflix: 2 books such as: Chrysanthemum, We are Alike, We are Different All students will complete a self-awareness project (pennant, book, t-shirt, etc.) Common Books to be Used: A Splendid Friend Indeed, by Suzanne Bloom, It’s Ok To Be Different by Todd Parr, The Way I Feel, by Janan Cain, I Like Me by Nancy Carlson Role Playing

Any recommendations for other resources should be given to the GPS Curriculum office for review. Part 5-Teacher Notes

Each unit will include embedded technology and literacy. This section provides recommendations for each unit with the understanding that content resources and technology are dynamic in nature and their relevance is time sensitive. Teachers are encouraged to use additional technologies and text to achieve the same objectives.

Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies.

When selecting resources, teachers should consider:

The teacher will provide a minimum of 2 technology/multi-media experiences related to the theme, concept or genre which may include but are not limited to:

http://www.starfall.com/n/level-b/me/load.htm?f http://bkflix.grolier.com/p/node-32751/bk0088pr http://bkflix.grolier.com/p/node-32751/bk0087pr A Splendid Friend Indeed, by Suzanne Bloom It’s Ok To Be Different by Todd Parr The Way I Feel, by Janan Cain I like Me by Nancy Carlson

Any recommendations for other resources should be given to the GPS Curriculum office for review.

Theme 2: The World Around Me Theme 2: The World Around Me Grade: Subject: Course: Length of Unit: Pre-k Language arts 5 weeks

Common Core Overarching State Standards

Actively engage in reading groups/read alouds with purpose and understanding (RL10)(RI10)

With prompting and support, ask and answer question about key details from a text. (RI 1)

Uses drawing to tell about an event. (W2)

RL2, 3, 6,7,10 RI2,6,7,10 RF1a,1d,3c,4 W2,7,8 SL1,1a,1b,3,4,5,6 L1,1b,1d,1f,2,2b,4,4b,6

Part 2 – Standards Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering The students will know: The students will be able to: Reading Behaviors Reading Behaviors  author and illustrator  Name and distinguish the roles of author and illustrator(RL6)(RI6) Understanding and Remembering  rules for handling books Creating, Evaluating, and engaging in reading Analyzing, Applying, activities (eg: attend to reader  Actively engage in reading groups/read alouds with purpose and Understanding and or speaker for approximately 5 understanding (RL10)(RI10) Remembering min., sharing, taking turns)

 title Applying, Understanding and  front and back Remembering  Understand and give examples of the following: title, author, left to right,  top and bottom top and bottom (RF1a)

 print has meaning

Speaking and Listening  appropriate conversation Speaking and Listening (topics and words appropriate  Participate in appropriate conversation with peers about topics and texts for school) and follow agreed upon rules for discussion and continue conversation Applying, Understanding and through multiple exchanges(SL1, 1a,1b,4) Remembering  thoughts, feelings, ideas

 rules for discussion  Speak audibly and express thoughts, feelings, and ideas clearly (SL6) (sharing, taking turns, eyes on speaker) Applying, Understanding and  question words: who, Remembering what, where, when, why, how  Ask and answer questions in order to seek help, get information, or clarify something that is not understood (SL3) Evaluating, Analyzing, Applying, Understanding and Remembering

 Use words and phrases acquired through conversations, reading and being Applying, Understanding and read to, and responding to texts (L6) Remembering

Phonics Phonics  Recognize and name all capital and lowercase letters of the alphabet  Letters of the alphabet (Introduce) (RF1d) (letters are different than Remembering numbers and pictures)

Vocabulary Vocabulary  question words: who,  Ask and answer questions about unknown words (RI4) what, where, when, why, how

 environmental print  Explore word relationships and nuances in word meanings (L5, 5c) Analyzing, Applying, Understanding and Remembering

Analyzing, Applying,  Use words and phrases acquired through conversations, reading and being Understanding and read to, and responding to texts (L6) Remembering Comprehension  Question words (who, what, where, when, why, how) Applying, Understanding and Comprehension  Major event  Ask and answer questions about key details in text (RI1)(RL1) Remembering

 characters

 illustrations link to print  Identify characters, setting, and major events(RL3)

 beginning, middle, end Understanding and Remembering

Understanding and  Make inferences from illustrations in a story (RL7)(RI7) Remembering

Evaluating, Analyzing, Applying, Understanding and  Retell familiar stories including key details (RL2)(RI2) Remembering

Language Usage  Participate in shared research and writing projects (i.e. explore a number Understanding and  Question words (who, of books by a favorite author and express opinions about them) (W7) Remembering what, where, when, why, how)

 Environmental print Evaluating, Analyzing, Applying, Understanding and  Recall information from experiences or gather information from provided Remembering sources to answer a question (W8)

Understanding and Remembering Language Usage  Demonstrate command of the conventions of standard English grammar when speaking including question words (who, what, where, when, why, how)(L1, 1b, 1d, 1f)

Applying, Understanding and  Explore word relationships and nuances in word meanings (L5, 5c) Fluency Remembering  High frequency words (I, a) Analyzing, Applying,  Use words and phrases acquired through conversations, reading and being Understanding and Writing read to, and responding to texts (L6) Remembering  Proper pencil grip

 Posture for writing/drawing Fluency Applying, Understanding and  Shape formation  Read common high frequency words(RF3c) Remembering  Facts about self Writing  Details about self (eg:  Use a combination of drawing, dictating, and writing to compose senses) informative/explanatory texts in which they name what they are writing about and supply some information about the topic (W2) (Example: Draw a picture  technology tools (mouse, of your favorite toy. Describe how it feels, sounds, looks, etc. to an adult to pen for promethean board) dictate)  fact vs. opinion Remembering  Explore a variety of digital tools to produce and publish writing(W6)  Question words (who, (Examples: writing and/or drawing on the promethean board, using pixie, etc.) what, where, when, why, how)  Participate in shared research and writing projects (i.e. explore a number of books by a favorite author and express opinions about them) (W7) Creating, Evaluating, Analyzing, Applying, Understanding and Remembering

 Recall information from experiences or gather information from provided sources to answer a question (W8) Creating, Evaluating, Analyzing, Applying, Understanding and Remembering

Evaluating, Analyzing, Applying, Understanding and Remembering

Understanding and Remembering

 Big Idea

I can use my 5 senses to learn about my world.

 Essential Questions How can I use my 5 senses?

When do my 5 senses help me learn?

Includes description of what students must produce/perform as indicators of mastery of this unit. Either literacy (reading, writing, listening, speaking, viewing and presenting) or numeracy skills should be required in the task. Students should apply age-appropriate content-specific technologies and technology applications. Assessments must be common to teachers of this unit.

Observation/anecdotal notes (used to assess progress in all language arts concepts introduced in Pre-kindergarten. Draw a picture to show a time when I used one of my five senses to learn something new. Tell a story about a time when my five senses saved me!

Includes a description of what all students will have experienced in this unit district-wide, such as critical projects, readings, field trips, or experiments. Learning activities must: promote higher order thinking, use learning and technology, and respect learner differences. The effective teaching strategies and 21st century learning skills listed below should be used as a reference when developing the common assured learning experiences. After completing the descriptions of the learning experiences, please check the appropriate boxes. A minimum of 2 technology/multi-media experiences related to the theme, concept or genre which may include but are not limited to:

Let’s Explore the Five Senses, That New Animal -Bookflix: http://bkflix.grolier.com/p/node-32748/bk0077pr Use a variety of GPS Technology such as Starfall.com to incorporate learning of skills covered in Unit 2. Students will create a page of favorite items from their home representing the five senses (pictures of their favorite food to taste, song to hear, teddy bear to touch, etc.). The pages will be combined to make a class book. Common books to be used: Sense Suspense: a guessing game for the five senses by Bruce McMillian

My Five Senses by Aliki

Brown Bear, Brown Bear What do you see? By Bill Martin

Polar Bear, Polar Bear What do you hear? By Bill Martin

You can’t Taste a Pickle with your Ear By Harriet Ziefert & Amanda Haley

Senses books by Maria Ruis (one book for each sense)

http://www.hubbardscupboard.org/Concept_Book_-_Pumpkin_Pie.pdf (printable book about making pumpkin pie)

Part 5-Teacher Notes

Let’s Explore the Five Senses -Bookflix: http://bkflix.grolier.com/p/node-32748/bk0077pr

Use a variety of GPS Technology such as Starfall.com to incorporate learning of skills covered in Unit 2.

Students will create a page of favorite items from their home representing the five senses (pictures of their favorite food to taste, song to hear, teddy bear to touch, etc.). The pages will be combined to make a class book. Common books to be used:

Sense Suspense: a guessing game for the five senses by Bruce McMillian

My Five Senses by Aliki

Brown Bear, Brown Bear What do you see? By Bill Martin

Polar Bear, Polar Bear What do you hear? By Bill Martin

You can’t Taste a Pickle with your Ear By Harriet Ziefert & Amanda Haley

http://www.hubbardscupboard.org/Concept_Book_-_Pumpkin_Pie.pdf

Theme 3: My Family Loves Me Theme 3: My Family Loves Me Grade: Subject: Course: Length of Unit: Pre-k Language arts 5 weeks Common Core Overarching State Standards

Actively engage in reading groups/read aloud with purpose and understanding (RL10)(RI10)

Use a combination of drawing, dictating, and writing to to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred , and provide a reaction to what happened. (W3)

RL1,2, 3,4,5 6,7,10 RI1,2,4,6,7,8,10 RF1a,1d,2b,3a,3c W2,3,7,8 SL1,1a,1b,2,3,6 L1,1a,1d,1f,2,2b,4,4b,5,5c,6

Part 2 – Standards Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering The students will know: The students will be able to: Reading Behaviors Reading Behaviors Reading Behaviors  author and illustrator  Name and distinguish the roles of author and illustrator(RI6)  Understanding

 rules for handling books  Actively engage in reading groups with purpose and understanding  Understanding, and engaging in reading (RL10)(RI10) remembering, and applying activities (eg: attend to reader or speaker for  Understand and give examples of the following: title, author, left to  Remembering approximately 10 min., right, top and bottom (RF1a) sharing, taking turns, visualizing)

 title

 title page

 top and bottom

 print has meaning

 left to right Speaking and Listening

 Understanding Speaking and Listening  appropriate conversation Speaking and Listening  Understanding (topics and words  Participate in appropriate conversation with peers about topics and texts appropriate for school)  Creating and continue conversation through multiple exchanges(SL1, 1b,4)  thoughts, feelings, ideas  Understanding,  Ask and answer questions in order to seek help, get information, or remembering and applying  rules for discussion clarify something that is not understood (SL3) (sharing, taking turns, eyes  Applying  Speak audibly and express thoughts, feelings, and ideas clearly (SL6) on speaker)  Confirm understanding of a text read aloud or information presented  question words: who, orally or through other media by asking and answering questions about key what, where, when, why, details and requesting clarification if something is not understood (SL2) Phonics how  Remembering  Use words and phrases acquired through conversations, reading and being read to, and responding to texts (L6)  Remembering

Phonics Phonics  Letters of the alphabet  Recognize and name all capital and lowercase letters of the alphabet (first letter or letters in (introduce)(RF1d) name)  Demonstrate basic knowledge of one-to-one letter-sound  Letter sound correspondences by producing the primary or many of the most frequent correspondence (first letter sound for each consonant (introduce)(RF3a) Vocabulary  Applying in name)  Remembering

Vocabulary  Remembering Vocabulary  Ask and answer questions about unknown or multiple meaning words in  question words: who, text or when speaking/listening (RL4)(RI4)(L4) what, where, when, why,  Identify real-life connections between words and their use (L5c) how Comprehension  Use words and phrases acquired through conversations, reading and being  Create  environmental print read to, and responding to texts (L6)  Create

Comprehension  Create  Ask and answer questions about key details in text (RI1)(RL1)  Create Comprehension  Identify characters, setting, and major events in a story (RI3, RL3)  Question words (who,  Remembering and what, where, when, why,  Make inferences from illustrations in a story (RL7) Applying how)  Retell familiar stories including key details (RL2)  Applying  Major event  Participate in shared research and writing projects (i.e. explore a number  Applying  Key details of books by a favorite author and express opinions about them) (W7)

 characters  Recall information from experiences or gather information from provided sources to answer a question (W8)  illustrations link to print  Confirm understanding of a text read aloud or information presented Language Usage  beginning, middle, end orally or through other media by asking and answering questions about key  fact vs. opinion details and requesting clarification if something is not understood (SL2)  Applying

 details about self  Applying (personal experiences) Language Usage  Applying  Identify real-life connections between words and their use (L5c)

Language Usage  Use words and phrases acquired through conversations, reading and being  Question words (who, read to, and responding to texts (L6) what, where, when, why, how)  Demonstrate command of the conventions of standard English grammar when writing or speaking, including question words (who, Fluency  Environmental print what, where, when, why, how), and complete sentences (L1, 1d, 1f)  Applying

 Complete sentences Writing  Details about self Fluency  Evaluating (personal experiences)  Read common high frequency words(RF3c)*words to be determined by term  Applying  Analyzing, Evaluating Fluency Writing  High frequency words  Use a combination of drawing, dictating, and writing to compose opinion  Analyzing, Evaluating (I, a) pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (My  Remembering favorite part of Clifford’s Family was when____) (W1) Writing  Applying,  Proper pencil grip  Use a combination of drawing, dictating, and writing to compose Remembering informative/explanatory texts in which they name what they are writing  Posture for about and supply some information about the topic (W2) (Example: writing/drawing Draw a picture of your family. Student then describes the picture to an adult who may script for them.)  Shape formation  Explore a variety of digital tools to produce and publish writing(W6)  Facts about self  Participate in shared research and writing projects (i.e. explore a number  Details about self (eg: of books by a favorite author and express opinions about them) (W7) family members and personal experiences)  Recall information from experiences or gather information from  technology tools (mouse, pen for promethean provided sources to answer a question (W8) board)  Print many upper and lowercase letters (L1a) (Introduce)  fact vs. opinion

 Question words (who, what, where, when, why, how)

 Top and bottom

 Left to right

 Big idea My family is special and unique.

How is my family alike and different from other families?

What makes me a special part of my family? Part 3 – Common Unit Assessments

Observation/anecdotal notes (used to assess progress in all language arts concepts introduced in Pre-kindergarten).

Telling a story with a beginning, middle, and end with prompting and support.

Bookflix: Joey Runs Away http://bkflix.grolier.com/p/node-32751/bk0065pr Starfall: Grandparent’s activity http://www.starfall.com/n/holiday/grandparents/play.htm?f Shared books: Me and My Family by Joan Sweeney, My Family is Forever, Nancy Carlson, Families Are Different by Nina Pelligrini, Clifford’s Family, by Norman Bridwell. Project idea: Create a family coat of arms or a family tree at home with your family.

The teacher will provide a minimum of 2 technology/multi-media experiences related to the theme, concept or genre which may include but are not limited to: Bookflix: Joey Runs Away http://bkflix.grolier.com/p/node-32751/bk0065pr Starfall: Grandparent’s activity http://www.starfall.com/n/holiday/grandparents/play.htm?f Shared books: Me and My Family by Joan Sweeney, My Family is Forever, Nancy Carlson, Families Are Different by Nina Pelligrini, Clifford’s Family, by Norman Bridwell. Project idea: Create a family coat of arms at home with your family.

Any recommendations for other resources should be given to the GPS Curriculum office for review. Unit 4: A Time to Celebrate Part 1 - Unit 4: A Time to Celebrate Grade: Subject: Course: Length of Unit: Pre-k Language arts 5 weeks

Common Core State Standards

RL2, 3, 6,7,9,10 RI2,6,7,8,9,10 RF1a,1d,2b,3c,3a W1,2,5,6,7,8 SL1,1a,1b,2,3,4,5,6 L1,1b,1d,1f,1e 4,4a,5,5c,6

Supporting Standards

Part 2 – Standards Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering The students will know: The students will be able to: Reading Behaviors Reading Behaviors Reading Behaviors  Author and illustrator  Actively engage in reading groups with purpose and understanding (RL10)(RI10)  Remembering  rules for handling books and engaging in reading  Understand and give examples of the following: title, author, left  Understanding activities (eg: to right, top and bottom (RF1a)

attend to reader or speaker for approximately 10 min., sharing, taking turns, make a picture in your mind)

 Concepts of print: title, author, top and bottom, left to right Speaking and Listening Speaking and Listening  Evaluating  Print has meaning  Participate in appropriate conversation with peers about topics and texts and continue conversation through multiple exchanges(SL1, Speaking and Listening  Creating SL1a,SL1b,SL4)  Appropriate conversation  Evaluating (ex: words and topics  Confirm understanding of text/information by asking and answering appropriate for school) questions about key details and asking for clarification if something is not  Applying understood. (SL2)  thoughts, feelings , ideas,  Remembering opinions (eg: I like this story  Ask and answer questions in order to seek help, get information, because …) or clarify something that is not understood (SL3)  Remembering

 rules for discussion: taking  Speak audibly and express thoughts, feelings, and ideas clearly turns, sharing, eyes on speaker (SL6)

 questions words (who,  Ask and answer questions about unknown or multiple meaning words what, where, when, why, how) in text or when speaking/listening (RL4)(RI4)(L4)  Use words and phrases acquired through conversations, reading and being read to, and responding to texts (L6)

Phonics  Remembering

Phonics Phonics  Remembering  Letters of the alphabet:  Recognize and name all capital and lowercase letters of the (Letters in first name or alphabet (RF1d) beginning letter of name)  Demonstrate basic knowledge of one-to-one letter-sound  letter/sound correspondences by producing the primary or many of the most correspondences (eg: Isolate the frequent sound for each consonant (RF3a)(Introduce) Vocabulary sound of the first letter in their  Create name) Vocabulary  Create Vocabulary  Ask and answer questions about unknown or multiple meaning words  picture clues in text or when speaking/listening (RL4)(RI4)(L4)  Analyze

 sentence meaning  Identify real-life connections between words and their use(L5) (L5c)

 complete sentences  Use words and phrases acquired through conversations, reading and being read to, and responding to texts (L6)  question words Comprehension  words can have several  Create meanings Comprehension  Create  environmental print  Retell familiar stories including key details (RL2)  Remembering and  Make inferences from illustrations in a story (RL7) Comprehension Applying  Illustrations link to print  Compare and contrast character’s adventures and experiences  Applying  Text to self and identify similarities and differences between 2 texts (RL9)(RI9)  Applying  Beginning, middle, end  Identifying main topic and retell with key details of text (RI2)  Understanding &  Characters  Confirm understanding of text/information by asking and answering Applying questions about key details and asking for clarification if something is not  Setting understood. (SL2)  Analyzing & Creating

 Major events  Participate in shared research and writing projects (i.e. explore a number of books by a favorite author and express opinions about them)  Similarities and differences (W7) between text  Recall information from experiences or gather information from provided sources to answer a question (W8) Language Usage  Applying Language Usage  Demonstrate command of the conventions of standard English  Applying grammar when writing or speaking, including question words (who,  Applying what, where, when, why, how), and complete sentences (L1,1d, 1f)  Remembering &  Use most frequently occurring prepositions (i.e. to, from, in, out, Language Usage Applying  Question words (who, on, off, for, of, by, with) (L1e) what, where, when, why, how)  Evaluating  Identify new meanings for familiar words and apply them correctly  prepositions (in, out, on, (.ie. knowing “duck” is a “bird” and learning the verb “duck” as in “duck off) for cover”) (L4a)

 environmental print  Identify real-life connections between words and their use(L5) (L5c)

 words can have several  Use words and phrases acquired through conversations, reading and being read to, and responding to texts (L6) meanings Fluency  Applying  complete sentences Fluency  Read common high frequency words(RF3c)  Applying  beginning, middle, end Writing Writing  Creating  Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the  Creating, analyzing Fluency book they are writing about and state an opinion or preference about  Creating, analyzing,  High frequency words (I, a, the topic or book (W1) Remembering we)  Use a combination of drawing, dictating, and writing to texts in which  Analyzing, applying they name what they are writing about and supply some information about the topic (W2)  Evaluating, analyzing Writing  Respond to questions and suggestions from peers and add details to  Creating, Evaluating, strengthen writing(W5) Analyzing, Applying,  Details of self (eg: body, Understanding and  Explore a variety of digital tools to produce and publish legs, arms, head, eyes, nose, Remembering writing(W6) mouth, hair)  Remembeing  Participate in shared research and writing projects (i.e. explore a  Facts about self number of books by a favorite author and express opinions about them)  Analyzing  Fact vs. opinion (W7)  Remembering, applying  technology tools (eg:  Recall information from experiences or gather information from mouse, pen for promethean provided sources to answer a question (W8) board)  Add drawing or other visual displays to descriptions to provide  Letter formation (eg: pencil additional detail. (SL5) grip, top/bottom, left to right,  Print many upper and lowercase letters (L1a) posture)

 Big idea There are many holidays and traditions in our country.

What is a holiday?

Why and how do we celebrate?

What are some special things/events you celebrate?

Part 3 – Common Unit Assessments Includes description of what students must produce/perform as indicators of mastery of this unit. Either literacy (reading, writing, listening, speaking, viewing and presenting) or numeracy skills should be required in the task. Students should apply age-appropriate content-specific technologies and technology applications. Assessments must be common to teachers of this unit.

Observation/anecdotal notes (used to assess progress in all language arts concepts introduced in Pre-k.

Choose from many fiction and nonfiction books Bookflix: http://bkflix.grolier.com/pb/node-32744

Choose from many holiday/celebration videos on Brainpop: http://www.brainpopjr.com/socialstudies/holidays/

Books for shared reading: National and religious holidays: Mrs. Muddle’s Holidays by Laura Nielson, Rookie Read books about holidays (nonfiction books), a variety of books by Gail Gibbons. Everyday celebrations and milestones: Birthday Monsters! By Sandra Boynton, Twas the Night Before the Tooth Fairy by Natasha Wing, When I was Little by Jamie Lee Curtis (celebration of self)

Music Connections: Jack Hartman’s Rhythms and Rhymes (songs about Kwanzaa, thanksgiving, birthdays, months, valentines, etc.)

Possible project idea: Students will create a poster about a holiday special to them depicting how they celebrate it (losing a tooth, a birthday, Christmas, etc.)

Choose from many fiction and nonfiction books Bookflix: http://bkflix.grolier.com/pb/node-32744 Choose from many holiday/celebration videos on Brainpop: http://www.brainpopjr.com/socialstudies/holidays/ Books for shared reading: National and religious holidays: Mrs. Muddle’s Holidays by Laura Nielson, Rookie Read books about holidays (nonfiction books), a variety of books by Gail Gibbons. Everyday celebrations and milestones: Birthday Monsters! By Sandra Boynton, Twas the Night Before the Tooth Fairy by Natasha Wing, When I was Little by Jamie Lee Curtis (celebration of self)

Music Connections: Jack Hartman’s Rhythms and Rhymes (songs about Kwanzaa, thanksgiving, birthdays, months, valentines, etc.)

Possible project idea: Students will create a poster about a holiday special to them depicting how they celebrate it (losing a tooth, a birthday, Christmas, etc.)

Any recommendations for other resources should be given to the GPS Curriculum office for review. Theme 5: What’s Happening Outside My Window?—Seasons

Part 1 - Theme 5: What’s Happening Outside My Window?--Seasons Grade: Subject: Course: Length of Unit: Pre-k Language Arts 5 weeks

RL2, 3, 4, 5, 7,10 RI 4, 6, 7,10 RF 1a,d,2c,3,3a,3b,3c W 1,2,3,7,8 SL 1,1b,3,4,5,6 L 1,1a,1b,1d,1f,5,5c,6

Connecticut State Standards Part 2 – Standards Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering The students will know: The students will be able to: Reading Behaviors Reading Behaviors Reading Behaviors  Author and illustrator  Name and distinguish the roles of author and illustrator(RI6)  Remembering and understanding  rules for handling books and  Actively engage in reading groups with purpose and understanding engaging in reading activities (eg: (RL10)(RI10)  Remembering

attend to reader or speaker for  Understand and give examples of the following: title, author, left to  Remembering approximately 15 min., sharing, right, top and bottom (RF1a) taking turns, make predictions)

 Concepts of print: title, top and bottom, left to right, title page, page numbers.

 Print has meaning Speaking and Listening  Understanding Speaking and Listening Speaking and Listening  Appropriate conversation (ex:  Ask and answer questions about unknown or multiple meaning  Understanding words and topics appropriate for words in text or when speaking/listening (RL4)(RI4)(L4) school)  Creating  Participate in appropriate conversation with peers about topics and  thoughts, feelings , ideas, texts and continue conversation through multiple exchanges(SL1,  Applying SL1b,SL4)  rules for discussion: taking turns, sharing, eyes on speaker  Ask and answer questions in order to seek help, get information, or clarify something that is not understood (SL3)  questions words (who, what, where, when, why, how)  Speak audibly and express thoughts, feelings, and ideas clearly (SL6)  words have several meanings Phonics  Remembering Phonics  Recognize and name all capital and lowercase letters of the  Remembering Phonics  Letters of the alphabet: alphabet (RF1d) (Letters in first name)  Demonstrate basic knowledge of one-to-one letter-sound  letter/sound correspondences correspondences by producing the primary or many of the most frequent sound for each consonant (RF3a) (eg: Isolate the sound of the first Vocabulary letter in their name)  Remembering

Vocabulary  Remembering Vocabulary  Ask and answer questions about unknown or multiple meaning  picture clues words in text or when speaking/listening (RL4)(RI4)(L4)  Create  sentence meaning  Identify real-life connections between words and their use(L5)  complete sentences (L5c)

 question words  Use words and phrases acquired through conversations, Comprehension reading and being read to, and responding to texts (L6)  Create  words can have several meanings  Create Comprehension  environmental print  Retell familiar stories including key details (RL2)  Create

Comprehension  Identify characters, settings and major events in a story (RL3)  Create  Illustrations link to print  Make inferences from illustrations in a story (RL7) (RI7)  Remembering and  Beginning, middle, end Applying  Participate in shared research and writing projects (i.e. explore  Facts about self (experiences) a number of books by a favorite author and express opinions about them) (W7)  Characters  Recall information from experiences or gather information from Language Usage  Setting provided sources to answer a question (W8)  Applying

Language Usage  Applying  Major events  Demonstrate command of the conventions of standard English  Analyzing & Creating grammar when writing or speaking, including question words (who,  Key details what, where, when, why, how), and complete sentences (L1, L1b,1d, 1f)  Fact vs. opinion  Identify real-life connections between words and their use(L5) Language Usage (L5c)  Question words (who, what, Fluency  Applying where, when, why, how)  Use words and phrases acquired through conversations, reading and being read to, and responding to texts (L6)  environmental print

 complete sentences Writing Fluency  Applying  Read common high frequency words(RF3c)*words to be determined by term  Applying

 Evaluating Fluency Writing  High frequency words (I, a,  Use a combination of drawing, dictating, and writing to  Applying we) compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an  Remembering Writing opinion or preference about the topic or book (My favorite part  Analyzing  Facts about self (experiences) is…) (W1)  Remembering  Fact vs. opinion  Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are   technology tools (eg: mouse, writing about and supply some information about the topic (W2) pen for promethean board)  Use a combination of drawing, dictating, and writing to narrate a  Letter formation (eg: pencil single event or several loosely linked events, tell about the events in grip, top/bottom, left to right, the order in which they occurred, and provide a reaction to what posture) happened (W3)

 Beginning, middle, end  Explore a variety of digital tools to produce and publish writing(W6)  Strategies for revising and editing (adding detail in  Participate in shared research and writing projects (i.e. explore pictures) a number of books by a favorite author and express opinions about them) (W7)

 Recall information from experiences or gather information from provided sources to answer a question (W8)

 Add drawing or other visual displays to descriptions to provide additional detail. (SL5)

 Print many upper and lowercase letters (L1a)(Introduce)

 Big idea

The world around me changes with the seasons.

How do I know the seasons are changing? What is our weather?

http://www.bear.org/website/live-cameras/live-cameras/nabc-webcam.html (live bear cam) Bookflix: The Snowy Day and Snowy Weather Days http://bkflix.grolier.com/p/node-32749/bk0004pr,

Antarctic Antics http://bkflix.grolier.com/sw/node-32748/bk0007pr

BrainPop Jr.: Many different seasons videos to choose from: http://www.brainpopjr.com/science/weather/

Shared reading books: A Tree For All Seasons by Robin Bernard, Watching the Seasons by Edana Eckart, all four seasons books by

Maria Rius, When Will It Be Spring by Catherine Walters, Hats, Caps, Socks, and Mittens by Louis Borden, A Time to Sleep by

Denise Fleming, Animals in Winter by Henrietta Bancroft, Going Home: A Story of Migration by Marianne Berkes, The Mitten and

The Hat by Jan Brett

Possible Project: Sequence and reenact the story The Mitten and/or after reading The Hat compare and contrast using a Venn diagram

http://www.bear.org/website/live-cameras/live-cameras/nabc-webcam.html (live bear cam)

Bookflix: The Snowy Day and Snowy Weather Days http://bkflix.grolier.com/p/node-32749/bk0004pr,

Antarctic Antics http://bkflix.grolier.com/sw/node-32748/bk0007pr

BrainPop Jr.: Many different seasons videos to choose from: http://www.brainpopjr.com/science/weather/

Shared reading books: A Tree For All Seasons by Robin Bernard, Watching the Seasons by Edana Eckart, all four seasons books by

Maria Rius, When Will It Be Spring by Catherine Walters, Hats, Caps, Socks, and Mittens by Louis Borden, A Time to Sleep by Denise

Fleming, Animals in Winter by Henrietta Bancroft, Going Home: A Story of Migration by Marianne Berkes, The Mitten and The Hat by

Jan Brett

Possible Project: Sequence and reenact the story The Mitten and/or after reading The Hat compare and contrast using a Venn diagram

Unit 6: Hands are for Helping Part 1 - Unit 6: Hands are for Helping Grade: Subject: Course: Length of Unit: Pre-k Language arts 5 weeks

RL1,2, 3, 6,7,9,10 RI1,2,4,6,7,8,9,10 RF1a,1d,2e,3c, 3a W2,3,5,6,7,8 SL1,1a,1b,2,3,4,5,6 L1,1a,1d,1f,2,2b,4,4b,5,5a,5c,6

Part 2 – Standards Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering The students will know: The students will be able to: Reading Behaviors Reading Behaviors Reading Behaviors  Author and illustrator  Actively engage in reading groups with purpose and understanding  Understanding (RL10)(RI10)  rules for handling books  Remembering and engaging in reading  Understand and give examples of the following: title, author, left to activities (eg: right, top and bottom (RF1a)

attend to reader or speaker for approximately 15 min., sharing, taking turns, make predictions)

 Print has meaning Speaking and Listening Speaking and Listening  Remembering Speaking and Listening  Ask and answer questions about key details and/or uknown words in a  Appropriate conversation text (RL1)(RI1)(RI4)  Creating (ex: words and topics appropriate for school)  Participate in appropriate conversation with peers about topics and texts  Evaluating and continue conversation through multiple exchanges(SL1, SL1b,SL4)  thoughts, feelings , ideas,  Applying  Ask and answer questions in order to seek help, get information, or  Applying  rules for discussion: clarify something that is not understood (SL3) taking turns, sharing, eyes on  Remembering speaker  Confirm understanding of text/information by asking and answering questions about key details and asking for clarification if something is not  questions words (who, understood. (SL2) what, where, when, why, how)  Speak audibly and express thoughts, feelings, and ideas clearly (SL6)

 words have several meanings Phonics Phonics  Understanding  Recognize and name all capital and lowercase letters of the alphabet (RF1d)  Remembering Phonics  Letters of the alphabet:  Demonstrate basic knowledge of one-to-one letter-sound  Applying (Letters in first name) correspondences by producing the primary or many of the most frequent sound for each consonant (RF3a)  Applying  letter/sound correspondences (eg: Isolate  Demonstrate understanding of spoken word, syllables, and sounds the beginning sounds of some (introduce) (RF2) CVC words  Add or substitute individual sounds (phonemes) in simple one syllable words to make new words(introduce) (RF 2e)

Vocabulary  Applying Vocabulary  Applying Vocabulary  Ask and answer questions about unknown or multiple meaning words in  picture clues text or when speaking/listening (RL4)(RI4)(L4)  Remembering  sentence meaning  Identify real-life connections between words and their use(L5) (L5c)  Create  complete sentences  Use words and phrases acquired through conversations, reading and being read to, and responding to texts (L6)  question words  Sort common objects into categories (i.e. shapes, foods, animals) to gain  words can have several a sense of the concepts the categories represent (L5a) meanings

 environmental print Comprehension  similarities and  Evaluating differences between  Create words/objects Comprehension  Retell familiar stories including key details (RL2)  Applying Comprehension  Illustrations link to print  Describe the connection between two individuals, events, ideas, or  Applying pieces of information in a text (RI3)  Beginning, middle, end  Applying  Describe the relationship between the illustration and the text in which it  Facts about self appears (what person/place/thing an illustration depicts)(RI7)  Applying (experiences)  Compare and contrast character’s adventures and experiences and  Analyzing & Creating  Characters identify similarities and differences between 2 texts (RL9)(RI9)  Applying  Setting  Participate in shared research and writing projects (i.e. explore a number of books by a favorite author and express opinions about them) (W7)  Major events  Recall information from experiences or gather information from  Key details provided sources to answer a question (W8)  Similarities and  Confirm understanding of text/information by asking and answering differences between objects questions about key details and asking for clarification if something is not and texts understood. (SL2) Language Usage  Fact vs. opinion  Sort common objects into categories (i.e. shapes, foods, animals) to gain  Applying a sense of the concepts the categories represent (L5a)  Applying Language Usage  Demonstrate command of the conventions of standard English grammar  Applying when writing or speaking, including question words (who, what, where, when, why, how) and complete sentences(L1, 1d)

Language Usage  Identify real-life connections between words and their use(L5) (L5c) Fluency  Question words (who,  Applying what, where, when, why,  Use words and phrases acquired through conversations, reading and how) being read to, and responding to texts (L6) Writing  environmental print Fluency  Read common high frequency words(RF3c)*words to be determined by  Applying  complete sentences term  Understanding Writing  Applying Fluency  Use a combination of drawing, dictating, and writing to compose  High frequency words (I, informative/explanatory texts in which they name what they are writing  Analyzing a, we, to) about and supply some information about the topic (W2)  Creating, Evaluating, Writing  Use a combination of drawing, dictating, and writing to narrate a single Analyzing, Applying, event or several loosely linked events, tell about the events in the order in Understanding and which they occurred, and provide a reaction to what happened (W3) Remembering  Facts about self (experiences)  Respond to questions and suggestions from peers and add details to  Remembering strengthen writing (introduce)(W5)  Fact vs. opinion  Creating  Explore a variety of digital tools to produce and publish writing(W6)  technology tools (eg:  Applying, mouse, pen for promethean  Participate in shared research and writing projects (i.e. explore a number Remembering board) of books by a favorite author and express opinions about them) (W7)

 Letter formation (eg:  Recall information from experiences or gather information from pencil grip, top/bottom, left to provided sources to answer a question (W8) right, posture)  Add drawing or other visual displays to descriptions to provide  Beginning, middle, end additional detail. (SL5)

 Strategies for revising  Print many upper and lowercase letters (L1a)(Introduce and editing (adding detail in pictures

 Big idea We need to help each other.

What happens when we help each other?

Includes a description of what all students will have experienced in this unit district-wide, such as critical projects, readings, field trips, or experiments. Learning activities must: promote higher order thinking, use learning and technology, and respect learner differences. The effective teaching strategies and 21st century learning skills listed below should be used as a reference when developing the common assured learning experiences. After completing the descriptions of the learning experiences, please check the appropriate boxes. A minimum of 2 technology/multi-media experiences related to the theme, concept or genre which may include but are not limited to:

The Curious Garden and Helping Out http://bkflix.grolier.com/p/node-32749/bk0096pr

Hands Are Not for Hitting by Martine Agassi

The Berenstain Bears Think of Those in Need by Stan Berenstain and Jan Berenstain

The Berenstain Bears Lend a Helping Hand by Stan and Jan Berenstain

The Little Red Hen by Paul Galdone

Possible project ideas: make bird feeders to help animals, collect cans and bottles to help the Earth (once cashed in, proceeds can go to charity of class choice), make cards or gifts for children at a children’s hospital, plant seeds/bulbs in school garden (start in classroom if not warm enough)

Any recommendations for other resources should be given to the GPS Curriculum office for review. Unit 7: New Life--Spring Part 1 - Unit 7: New Life--Spring Grade: Subject: Course: Length of Unit: Pre-k Language arts 5 weeks

RL2, 3, 6,7,9,10 RI2,6,7,8,9,10 RF1a,1d,2b,3c,4 W5,6,7,8 SL1,1a,1b,3,4,5,6 L1,1b,1d,1f,2,2b,4,4b,5,5c,6

Connecticut State Standards Part 2 – Standards Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering

The students will know: The students will be able to: Reading Behaviors Reading Behaviors Reading Behaviors  Author and illustrator  Actively engage in reading groups with purpose and understanding  Understanding (RL10)(RI10)  rules for handling books  Remembering, and engaging in reading  Understand and give examples of the following: title, author, left to understanding and activities (eg: right, top and bottom (RF1a) analyzing

attend to reader or speaker for  Recognize common types of texts (i.e. storybooks, poems, non-  Understanding approximately 20 min., fiction texts) (RL 5) sharing, taking turns, make predictions)

 Print has meaning

 Elements of fiction, nonfiction, poetry, and fairy tales Speaking and Listening

Speaking and Listening Speaking and Listening  Understanding  Appropriate conversation  Ask and answer questions about key details and/or uknown words in a (ex: words and topics text (RL1)(RI1)(RI4)  Applying appropriate for school)  Participate in appropriate conversation with peers about topics and  Analyzing  thoughts, feelings , ideas, texts and continue conversation through multiple exchanges(SL1, SL1b,SL4)  Evaluating  rules for discussion: taking  Ask and answer questions in order to seek help, get information, or  Analyzing turns, sharing, eyes on speaker clarify something that is not understood (SL3)

 questions words (who,  Confirm understanding of text/information by asking and answering what, where, when, why, how) questions about key details and asking for clarification if something is not understood. (SL2)  words have several meanings  Speak audibly and express thoughts, feelings, and ideas clearly (SL6) Phonics

 Understanding/analyzin g Phonics  Recognize and name all capital and lowercase letters of the alphabet  Analyzing Phonics (RF1d)  Letters of the alphabet:  Understanding (Letters in first name)  Demonstrate basic knowledge of one-to-one letter-sound  Applying correspondences by producing the primary or many of the most frequent  letter/sound sound for each consonant (RF3a) correspondences (eg:  Applying Isolate/write the beginning  Demonstrate understanding of spoken word, syllables, and sounds sounds of some CVC words) (introduce) (RF2)

 letter formation  Add or substitute individual sounds (phonemes) in simple one syllable words to make new words(introduce) (RF 2e)

 Blend and segment onsets and rimes of single-syllable spoken words (introduce)(RF2c) Vocabulary  Writes a letter or letters for most consonant and short-vowel sounds  Applying (phonemes)(introduce) (L2c)  Applying Vocabulary Vocabulary  picture clues  Ask and answer questions about unknown or multiple meaning words  Remembering in text or when speaking/listening (RL4)(RI4)(L4)  sentence meaning  Remembering  Identify real-life connections between words and their use(L5) (L5c)  complete sentences  Applying  Use words and phrases acquired through conversations, reading and  question words being read to, and responding to texts (L6)  words can have several  Sort common objects into categories (i.e. shapes, foods, animals) to meanings gain a sense of the concepts the categories represent (L5a)

 environmental print  Use verbs and adjectives by relating them to their opposites (introduce) (L5b) Comprehension  similarities and differences  Analyzing between words/objects  Create  opposites Comprehension  Retell familiar stories including key details (RL2)  Analyze Comprehension  Illustrations link to print  Describe the connection between two individuals, events, ideas, or  Create pieces of information in a text (RI3)  Beginning, middle, end  Create  Make inferences from illustrations in a story (RL7)  Facts about self  Remembering and (experiences)  Describe the relationship between the illustration and the text in which Applying it appears (what person/place/thing an illustration depicts)(RI7)  Characters  Applying  Compare and contrast character’s adventures and experiences and  Setting  Applying identify similarities and differences between 2 texts (RL9)(RI9)  Major events  Understanding &  Participate in shared research and writing projects (i.e. explore a Applying  Key details number of books by a favorite author and express opinions about them) (W7)  Similarities and differences between objects  Recall information from experiences or gather information from and texts provided sources to answer a question (W8)

 Fact vs. opinion  Confirm understanding of text/information by asking and answering questions about key details and asking for clarification if something is not understood. (SL2) Language Usage  Analyzing & Creating  Sort common objects into categories (i.e. shapes, foods, animals) to gain a sense of the concepts the categories represent (L5a)  Applying

Language Usage  Applying  Identify real-life connections between words and their use(L5) (L5c)  Remembering  Use verbs and adjectives by relating them to their opposites (introduce) (L5b)

 Use words and phrases acquired through conversations, reading and being read to, and responding to texts (L6) Language Usage Fluency  Question words (who,  Demonstrate command of the conventions of standard English what, where, when, why, how) grammar when speaking, including nouns and verbs, question words  Applying (who, what, where, when, why, how), and complete sentences (L1, 1b,  environmental print 1d, 1f)

 complete sentences Writing Fluency  opposites  Read common high frequency words(RF3c)*words to be determined  Applying by term  names of people, places,  Remembering & things (nouns) Applying Writing  action words (verbs)  Applying  Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing  Applying Fluency about and supply some information about the topic (W2)  High frequency words (I,  Use a combination of drawing, dictating, and writing to narrate a single a, we, to, the) event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened (W3) Writing  Respond to questions and suggestions from peers and add details to strengthen writing (introduce)(W5)  Facts about self (experiences)  Explore a variety of digital tools to produce and publish writing(W6)

 Fact vs. opinion  Participate in shared research and writing projects (i.e. explore a number of books by a favorite author and express opinions about them)  technology tools (eg: (W7) mouse, pen for promethean board)  Recall information from experiences or gather information from provided sources to answer a question (W8)  Letter formation (eg: pencil grip, top/bottom, left to  Add drawing or other visual displays to descriptions to provide right, posture) additional detail. (SL5)

 Beginning, middle, end  Print many upper and lowercase letters (L1a)(Introduce)

 Strategies for revising and  Writes a letter or letters for most consonant and short-vowel sounds editing (adding detail in (phonemes)(introduce) (L2c) pictures)

 Letter/sound correspondence

 Big idea

 Essential Question Part 3 – Common Unit Assessments

A minimum of 2 technology/multi-media experiences related to the theme, concept or genre which may include but are not limited to: Planting a Rainbow and It Could Still Be a Flower http://bkflix.grolier.com/p/node-32749/bk0051pr The Caterpillar and the Pollywog and A Tadpole grows up http://bkflix.grolier.com/p/node-32748/bk0011pr A Chick Grows Up http://bkflix.grolier.com/b/node-32748/bk0048pr Rainy Weather Days and Come On Rain http://bkflix.grolier.com/p/node-32748/bk0018pr Waiting for Wings and Butterflies http://bkflix.grolier.com/p/node-32748/bk0072pr Reading Rainbow video on eggs http://player.discoveryeducation.com/index.cfm?guidAssetId=14157B20-34A7-4A50-9AD2- 48AD6F983F49&blnFromSearch=1&productcode=US The Very Hungry Caterpillar by Eric Carle A Seed in Need by Sam Godwin An Egg is Quiet by Dianna Hutts Aston A Seed is Sleepy by Diana Hutts Aston Sample project ideas: Create a model of a flower and label its parts, sequence the life cycle of a plant or animal, plant seeds or bulbs in school garden and observe growth, order caterpillars from insect lore to observe and record the metamorphosis.

Part 5-Teacher Notes

Planting a Rainbow and It Could Still Be a Flower http://bkflix.grolier.com/p/node-32749/bk0051pr The Caterpillar and the Pollywog and A Tadpole grows up http://bkflix.grolier.com/p/node-32748/bk0011pr A Chick Grows Up http://bkflix.grolier.com/b/node-32748/bk0048pr Rainy Weather Days and Come On Rain http://bkflix.grolier.com/p/node-32748/bk0018pr Waiting for Wings and Butterflies http://bkflix.grolier.com/p/node-32748/bk0072pr Reading Rainbow video on eggs http://player.discoveryeducation.com/index.cfm?guidAssetId=14157B20-34A7-4A50-9AD2- 48AD6F983F49&blnFromSearch=1&productcode=US The Very Hungry Caterpillar by Eric Carle A Seed in Need by Sam Godwin An Egg is Quiet by Dianna Hutts Aston A Seed is Sleepy by Diana Hutts Aston Sample project ideas: Create a model of a flower and label its parts, sequence the life cycle of a plant or animal, plant seeds or bulbs in school garden and observe growth, order caterpillars from insect lore to observe and record the metamorphosis. Any recommendations for other resources should be given to the GPS Curriculum office for review.

Unit 8: We are a Team

Part 1 - Unit 8: We are a Team Grade: Subject: Course: Length of Unit: Pre-k Language arts 5 weeks Common Core State Standards

RL2, 3, 6,7,9,10 RI2,6,7,8,9,10 RF1a,1d,2b,3c,4 W5,6,7,8 SL1,1a,1b,3,4,5,6 L1,1b,1d,1f,2,2b,4,4b,5,5c,6

Part 2 – Standards Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering The students will know: The students will be able to: Reading Behaviors Reading Behaviors Reading Behaviors  rules for handling books  Actively engage in reading groups with purpose and understanding  Remembering and engaging in reading (RL10)(RI10) activities (eg:  Understanding  Recognize common types of texts (i.e. storybooks, poems, non-fiction attend to reader or speaker for texts) (RL 5) approximately 20 min., sharing, taking turns, make predictions)

 Print has meaning

 Elements of fiction, nonfiction, poetry, and fairy tales Speaking and Listening Speaking and Listening  Understanding  Appropriate conversation Speaking and Listening  Evaluating (ex: words and topics  Participate in appropriate conversation with peers about topics and texts and continue conversation through multiple exchanges(SL1, SL1b,SL4) appropriate for school)  Evaluating  Ask and answer questions in order to seek help, get information, or  thoughts, feelings , ideas,  Creating clarify something that is not understood (SL3)  rules for discussion:  Remembering and  Confirm understanding of text/information by asking and answering taking turns, sharing, eyes on applying speaker questions about key details and asking for clarification if something is not understood. (SL2)  questions words (who, what, where, when, why,  Speak audibly and express thoughts, feelings, and ideas clearly (SL6) how)

 words have several meanings Phonics Phonics  Recognize and name all capital and lowercase letters of the alphabet  Applying Phonics (RF1d)  Letters of the alphabet:  Remembering (Letters in first name)  Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent  Remembering  letter/sound sound for each consonant (RF3a) correspondences (eg: Isolate/write the beginning  Demonstrate understanding of spoken word, syllables, and sounds  Applying sounds of some CVC words) (introduce) (RF2)  Remembering  letter formation  Add or substitute individual sounds (phonemes) in simple one syllable words to make new words(introduce) (RF 2e)  Analyze

 Blend and segment onsets and rimes of single-syllable spoken words (introduce)(RF2c)

 Writes a letter or letters for most consonant and short-vowel sounds (phonemes)(introduce) (L2c)

Vocabulary Vocabulary Vocabulary  environmental print  Identify real-life connections between words and their use(L5) (L5c)  Create

 similarities and  Sort common objects into categories (i.e. shapes, foods, animals) to gain  Create differences between a sense of the concepts the categories represent (L5a) words/objects  Remembering and  Use verbs and adjectives by relating them to their opposites (introduce) Applying  opposites (L5b)

Comprehension Comprehension Comprehension  Retell familiar stories including key details (RL2)(RI2)  Remembering  Illustrations link to print  Describe the connection between two individuals, events, ideas, or  Analyzing  Beginning, middle, end pieces of information in a text (RI3)  Analyzing  Facts about self  Make inferences from illustrations in a story (RL7) (experiences)  Analyzing  Describe the relationship between the illustration and the text in which it  Evaluating  Characters appears (what person/place/thing an illustration depicts)(RI7)  Creating, Evaluating,  Setting  Compare and contrast character’s adventures and experiences and Analyzing, Applying, identify similarities and differences between 2 texts (RL9)(RI9)  Major events Understanding and  Participate in shared research and writing projects (i.e. explore a number Remembering  Key details of books by a favorite author and express opinions about them) (W7)  Similarities and  Recall information from experiences or gather information from  Remembering differences between objects provided sources to answer a question (W8) and texts  Applying  Confirm understanding of text/information by asking and answering  Fact vs. opinion questions about key details and asking for clarification if something is not  Applying understood. (SL2)  Supporting details  Applying  Sort common objects into categories (i.e. shapes, foods, animals) to gain a sense of the concepts the categories represent (L5a)

 Identify reasons author gives to support points in text (introduce) (RI8)

Language Usage Language Usage  Identify real-life connections between words and their use(L5) (L5c)  Applying

 Use verbs and adjectives by relating them to their opposites (introduce)  Evaluating Language Usage (L5b)  Question words (who,  applying what, where, when, why,  Demonstrate command of the conventions of standard English how) grammar when speaking, including nouns and verbs, question words (who, what, where, when, why, how), and complete sentences (L1, 1b,  environmental print 1d, 1f)

 complete sentences

 opposites

 names of people, places Fluency and things (nouns)  applying Fluency  action words such as  Read common high frequency words(RF3c)*words to be determined by running, jumping, climbing, term etc. (verbs) Writing Writing  Creating, Evaluating,  Use a combination of drawing, dictating, and writing to narrate a single Fluency Analyzing, Applying,  High frequency words (I, event or several loosely linked events, tell about the events in the order in Understanding and a, we, to, the, like) which they occurred, and provide a reaction to what happened (W3) Remembering Writing  Respond to questions and suggestions from peers and add details to  Creating, Evaluating,  Facts about self strengthen writing (introduce)(W5) Analyzing, Applying, (experiences) Understanding and  Explore a variety of digital tools to produce and publish writing(W6) Remembering  Fact vs. opinion  Participate in shared research and writing projects (i.e. explore a number  Applying  technology tools (eg: of books by a favorite author and express opinions about them) (W7) mouse, pen for promethean  Creating, Evaluating, board)  Recall information from experiences or gather information from Analyzing, Applying, provided sources to answer a question (W8) Understanding and  Letter formation (eg: Remembering pencil grip, top/bottom, left to  Add drawing or other visual displays to descriptions to provide right, posture) additional detail. (SL5)  Remembering

 Beginning, middle, end  Print many upper and lowercase letters (L1a)(Introduce)  Creating

 Strategies for revising  writes a letter or letters for most consonant and short-vowel sounds  Remembering , and editing (adding detail in (phonemes)(introduce) (L2c) applying pictures)  Applying, remembering  Letter/sound correspondence

 Big idea

We all work together  Essential Question

Do Unto Otters and We are Citizens http://bkflix.grolier.com/sw/node-32751/bk0092pr Swimmy by Leo Lionni

It’s Mine by Leo Lionni

Let’s Play as a Team by P.K. Hallinan

Project Ideas: Create a bulletin board for the new preschool/pre-k class coming in Sept. (children can draw pictures or write letters about ways to work together and help one another), make a food item in which every child or groups of children have a specific job in the creation of the final result (such as making “dirt pudding” where one group is in charge of making the pudding, one in the charge of putting the gummy worms in, etc.), create a “circle story” and make a class book out of it.

Do Unto Otters and We are Citizens http://bkflix.grolier.com/sw/node-32751/bk0092pr

Swimmy by Leo Lionni

It’s Mine by Leo Lionni

Let’s Play as a Team by P.K. Hallinan

Project Ideas: Create a bulletin board for the new preschool/pre-k class coming in Sept. (children can draw pictures or write letters about ways to work together and help one another), make a food item in which every child or groups of children have a specific job in the creation of the final result (such as making “dirt pudding” where one group is in charge of making the pudding, one in the charge of putting the gummy worms in, etc.), create a “circle story” and make a class book out of it.