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Chicopee Moodle ► Instruction ► Resources ► PK ELA Theme 1

Curriculum Map

Chicopee Public Schools

English Language Arts Grade Preschool

CC.Pre-K.RL.MA.10 Listen actively as an individual and as a member of a group to a variety of age-appropriate literature read aloud.

CC.Pre-K.RI.MA.10 Listen actively as an individual and as a member of a group to a variety of age-appropriate informational texts read aloud.

CC.Pre-K.RL.MA. 10 and CC.Pre-K.RI.MA.10 are practiced regularly; therefore, they are not listed inthe document below.

*For standards with lettered substandards, focus on those in bold.

Theme 1: My School and Me

Focus Standards / Objectives: Theme 1-Selection 1 Resources/Strategies Assessments

ReadingLiterature

WIDA Resources

Anchor Chart: WhatGood Readers LookLike

Anchor Chart:Conversationalist

HoughtonMifflin

Assessments

-TBA

DIBELS

ReadingInformationalText

Instructional Book: This Way to Pre-K

Story Folder: I Like School

CC.Pre-K.RI.MA.1 With prompting andsupport, ask and answer questions about aninformational text read aloud.

Before reading teacher will model howto make predictions and/ or askquestions about the text by examiningthe title, cover, illustrations/photographs/text features/graphicaides.Before reading teacher will model howto use to use prior knowledge andexperiences to make connections to

Links Chicopee Public Schools Website

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informational text.During interactive read alouds ofinformational text the teacher willmodel how to ask and answerquestions appropriately.After reading teacher will encouragethe students to engage inconversations to facilitate recall ofdetails in order to answers questionsabout the text.After reading students will respond totext through discussions, dramatizing,drawing and/or developmentallyappropriate writing.

CC.Pre-K.RI.MA.2 With prompting andsupport, recall important facts from aninformational text after hearing it read aloud.

With teacher modeling and support,

Students will begin to listen to a varietyof informational texts.The teacher will demonstrate how touse text and graphic features assources to identify the main topic.Students will participate in discussionsabout the main topic in order to recallone or more detail(s) from the text andto respond to questions about the topicand details.

CC.Pre-K.RI.MA.3 With prompting andsupport, represent or act out conceptslearned from hearing an informational textread aloud (e.g., make a skyscraper out ofblocks after listening to a book about cities or,following a read aloud on animals, show howan elephant’s gait differs from a bunny’shop.).

With teacher modeling and support, studentswill begin to apply information learned intotheir school environment.

CC.Pre-K.RI.MA.7 With prompting andsupport, describe important details from anillustration or photograph.


Students will describe theillustrations/photographs in aninformational text.Students will participate in discussionsabout the information gained fromdetails in the illustrations/photographsin an informational text (e.g. compare

classroom in text with the student’sclassroom, compare activities in textwith classroom activities).

ReadingFoundations

Rebus Posters: How to Care for Books

Instructional Book: This Way to Pre-K

CC.Pre-K.RF.MA.1 With guidance andsupport, demonstrate understanding of theorganization and basic features of printedand written text: books, words, letters, andthe alphabet.

a. Handles books respectfully andappropriately, holding them right-side-upand turning pages one at a time fromfront to back.

b. (Begins in kindergarten or when theindividual child is ready)

c. (Begins in kindergarten or when theindividual child is ready)

d. Recognize and name some uppercaseletters of the alphabet and the lowercaseletters in one’s own name.


Students will begin to develop aninterest in books.Students will demonstrate how toproperly care for and handle books(e.g. handle books with clean hands,how to open, close and carry a book,gently turning the pages, how to putbook away, etc.)Students will demonstrate properorientation.The students will recognize that a bookhas a front and a back cover.Students will discriminate betweensymbols and letters.Students will learn the letters of thealphabet in sequence.Students will recognize that letters formwords (e.g. their name).Students will match and then identifythe first letter in their name and words.

CC.Pre-K.RF.MA.2 With guidance andsupport, demonstrate understanding ofspoken words, syllables, and sounds(phonemes)

a. With guidance and support,recognize and produce rhyming words(e.g., identify words that rhyme with/cat/ such as /bat/ and /sat/).

b. With guidance and support, segmentwords in a simple sentence by clappingand naming the number of words in thesentence.

c. Identify the initial sound of aspoken word and, with guidanceand support, generate several otherwords that have the same initialsound.

d. (Begins in kindergarten or when theindividual child is ready)

e. (Begins in kindergarten or when theindividual child is ready)


Through multiple exposures, studentswill learn the meaning of the words“same” and “different”.Students will begin to discriminatebetween “same” and “different” words.(e.g. book/book, pen/pad, block/block)

Writing CC.Pre-k.W.MA.3 Use a combination ofdictating and drawing to tell a real orimagined story.

Through a gradual release of responsibility,students will participate in modeled, shared,and interactive writing. Students will begin tolearn to dictate their thinking and illustratetheir ideas. Through illustrations and/ordictating students will articulate their ideas ina way that is purposeful, on topic, andappropriate to the audience.

Speaking &Listening

CC.Pre-k.SL.MA.1 Participate in collaborativeconversations with diverse partners duringdaily routines and play.

a. Observe and use appropriateways of interacting in a group (e.g.,taking turns in talking, listening topeers, waiting to speak untilanother person is finished talking,asking questions and waiting for ananswer, gaining the floor inappropriate ways).

b. Continue a conversation throughmultiple exchanges.


Students will participate in a variety ofgroup activities, large and small group( e.g. meeting times, center time, andread aloud/story time)Students will follow basic rules forgroup discussions (e.g. raise hand,take turns in conservations, remain ontopic, answers questions)Students will learn about differentindividual and cultural communicationstyles.

CC.Pre-K.SL.MA.2 Recall information forshort periods of time and retell, act out, orrepresent information from a text read aloud,a recording, or a video (e.g. watch a videoabout birds and their habitats and makedrawings or constructions of birds an theirnests)


Students will develop an understandingand awareness of orally presentedinformation and apply it to their ownclassroom routines and environment.(e.g. Learn about and sequenceevents of daily routine, compareactivities in a story/rebus poster withclassroom activities and materials.)

Language CC.Pre-K.L.MA.1 Demonstrate use of orallanguage in informal everyday activities.

a. (Begins in kindergarten)

b. Use frequently occurring nouns andverbs.

c. Form regular plural nouns.

d. Understand and use question words(e.g., who, what, where, when, why,how).

f. Demonstrates the ability to speakin complete sentences.

g. Use vocabulary in theMassachusetts Curriculum Frameworkfor Mathematics pre-kindergarten

standards to express concepts relatedto length, area, weight, capacity, andvolume.


Students will use standard language inlanguage activities.Students will use complete sentencesin conversations, in response toquestions and during languageexperience activities (e.g. interactiveread alouds, shared reading/writing,developmentally appropriate writing,oral language activities, etc.)

CC.PreK.L.MA.6 Use words and phrasesacquired through conversations, listening tobooks, read aloud, activities and play.


Students will learn and use descriptiverich oral language through exposure toa wide variety of texts and hands onexperiences. (e.g. routine, sharing,responsibility, respect, school worker)Students will engage in meaningfulconversations with diverse peers abouttopics, and text read aloud to acquirepurposeful language choices inspeaking in order to communicatemore effectively.


ReadingLiterature

Listening Story: My Aunt Millie

Story Folder: The Gingerbread Boy

Storytellers on Frog Street DVD: TheGingerbread Girl

CC.Pre-K.RL.MA.1 With prompting andsupport, ask and answer questions about astory or poem read aloud.

Before reading teacher will model howto make predictions and/ or askquestions about the text by examiningthe title, cover, illustrations/photographs and or text.Before reading teacher will model howto use to use prior knowledge andexperiences to make connections toliterary text.

Weekly Read Aloud:Bear on a Bike

Frog Street Friends CD:Warm Up Chant

HoughtonMifflin

Assessments

-TBA

DIBELS

During interactive read alouds ofliterary text the teacher will model howto ask and answer questionsappropriately.After reading teacher will encouragethe students to engage inconversations to facilitate recall ofdetails in order to answers questionsabout the text.After reading students will respond totext through discussions, dramatizing,drawing and/or developmentallyappropriate writing.

CC.Pre-K.RL.MA.3 With prompting andsupport, act out characters and events from astory or poem read aloud.

With teacher modeling and support, studentswill participate in acting out what charactersdo and/or say in familiar stories.


Main Selection: Body Talk in Rhyme

Math Book: Hands and Fingers

Story Folder: I Like School


With teacher modeling and support, thestudents will participate in discussions aboutthe main topic in order to recall one or moredetail(s) from the text and to respond toquestions about the topic and details.

CC.Pre-K.RI.MA.3 With prompting andsupport, represent or act out conceptslearned from hearing an informational textread aloud (e.g., make a skyscraper out ofblocks after listening to a book about cities or,following a read aloud on animals, show howan elephant’s gait differs from a bunny’shop.).

With teacher modeling and support, studentswill begin to apply information learned froman informational text to participate in a role-play.

ReadingFoundations

Rhyme: Say Pup

CC.Pre-K.RF.MA.1 With guidance andsupport, demonstrate understanding of the

organization and basic features of printedand written text: books, words, letters, andthe alphabet.

a. Handles books respectfully andappropriately, holding them right-side-up and turning pages one at a timefrom front to back.



d. Recognize and name someuppercase letters of the alphabetand the lowercase letters in one’sown name.

With teacher modeling and support, studentswill match and/or identify letters in their nameand words.


a. With guidance and support,recognize and produce rhymingwords (e.g., identify words thatrhyme with /cat/ such as /bat/and/sat/).

b. With guidance and support,segment words in a simplesentence by clapping and namingthe number of words in thesentence.

c. Identify the initial sound of a spokenword and, with guidance and support,generate several other words that havethe same initial sound.




Students will begin to auditorydiscriminate between rhyming andnon-rhyming word pairs.students will clap words in a simple

sentence to identify and isolate spokenwords.



Speaking &Listening


a. Observe and use appropriate ways ofinteracting in a group (e.g., taking turnsin talking, listening to peers, waiting tospeak until another person is finishedtalking, asking questions and waiting foran answer, gaining the floor inappropriate ways).

b. Continue a conversation through multipleexchanges.




With teacher modeling and support, studentswill develop an understanding and awarenessof orally presented information and apply it to

the body and to gain an understanding ofdirectionality and position in space.






e. Use the most frequentlyoccurring prepositions (e.g., to,from, in, out, on, off, for, of, by,with)


g. Use vocabulary in theMassachusetts Curriculum Frameworkfor Mathematics pre-kindergartenstandards to express concepts relatedto length, area, weight, capacity, andvolume.


students will use standard language inlanguage activities.students will use complete sentencesin conversations, in response toquestions and during languageexperience activities (e.g. interactiveread alouds, shared reading/writing,developmentally appropriate writing,oral language activities, etc.)Through teacher modeling, studentswill gain exposure and begin todemonstrate an understanding ofprepositions by using them correctlythroughout their daily activities.



Students will learn and use descriptiverich oral language through exposure toa wide variety of texts and hands on

experiences. (e.g. responsibility, bodyparts)


ReadingLiterature

Big Book: Little Red

Story Folder: I Use My Senses

CC.Pre-K.RL.MA.2 With prompting andsupport, retell a sequence of events from astory read aloud.

With teacher modeling and support, studentswill begin to retell parts of stories in anappropriate sequence.



CC.Pre-K.RL.MA.7 With prompting andsupport, make predictions about whathappens next in a picture book afterexamining and discussing the illustrations.

With teacher modeling and support, studentswill use pictures and text to develop the abilityto predict what will happen next in a story.

CC.Pre-K.RL.MA.9 With prompting andsupport, make connections between a storyor poem and one’s own experiences.

With teacher modeling and support, studentswill discuss what characters do and say inorder to make connections to their ownexperiences.

Weekly Read Aloud:Buzz

Instructional Small Book:Little Red

Small Book Listening CD

Storybook Props

Anchor Chart: MakingConnections

HoughtonMifflin

Assessments

-TBA

DIBELS


Big Book: Our Senses

Big Book: Body Talk in Ryhme


With teacher modeling and support, thestudents will participate in discussions aboutthe main topic in order to recall one or moredetail(s) from the text and to respond to

questions about the topic and details.

CC.PreK.RI.MA.4 With guidance and support,ask and answer questions about unfamiliarwords in an informational text read aloud.

With teacher modeling and support, studentswill begin to use text,photographs/illustrations, text features (e.g.table of contents, glossary) to identifymeaning of unknown words.

ReadingFoundations

Rebus Poster: How to Care for Books


a. Handles books respectfully andappropriately, holding them right-side-up and turning pages one at atime from front to back.



d. Recognize and name someuppercase letters of the alphabet andthe lowercase letters in one’s ownname.


Students will begin to develop aninterest in books.Students will demonstrate how toproperly care for and handle books(e.g. handle books with clean hands,how to open, close and carry a book,gently turning the pages, how to putbook away, etc.)Students will demonstrate properorientation.Students will recognize that a book hasa front and a back cover.


a. With guidance and support,

recognize and produce rhymingwords (e.g., identify words thatrhyme with /cat/ such as /bat/ and/sat/).






students will begin to auditorydiscriminate between rhyming andnon-rhyming word pairs.students will be given three words andasked to identify the one that soundsdifferent from the other two words.students will generate a new rhymingword to go with a pair of rhymingwords.With teacher modeling and support,students will match and/or identifyletters in their name and words.With teacher modeling and support,students will clap words in a simplesentence to identify and isolate spokenwords.



Speaking & CC.Pre-k.SL.MA.1 Participate in collaborative

Listening conversations with diverse partners duringdaily routines and play.






With teacher modeling and support, studentswill develop an understanding and awarenessof orally presented information and apply it tothe five senses.






e. Use the most frequently occurring

prepositions (e.g., to, from, in, out, on,off, for, of, by, with).







Students will learn and use descriptiverich oral language through exposure toa wide variety of texts and hands onexperiences. (e.g. sensational, fivesenses)


ReadingLiterature

Big Book: Skidamarink

Read Aloud: Shubert is a S.T.A.R

Nursery and Cultural Rhymes Flipchart: LittleMiss Muffet


Before reading teacher will model howto make predictions and/ or askquestions about the text by examiningthe title, cover, illustrations/photographs and or text.Before reading teacher will model howto use to use prior knowledge and

Photo Activity Cards 67,68, 69

Alphafriends Cards

HoughtonMifflin

Assessments

-TBA

DIBELS

experiences to make connections toliterary text.During interactive read alouds ofliterary text the teacher will model howto ask and answer questionsappropriately.After reading teacher will encouragethe students to engage inconversations to facilitate recall ofdetails in order to answers questionsabout the text.After reading students will respond totext through discussions, dramatizing,drawing and/or developmentallyappropriate writing.



CC.Pre-K.RL.MA.4 With prompting andsupport, ask and answer questions aboutunfamiliar words in a story or poem readaloud.


Students will brainstorm ideas aboutwhere a “Safe Place” can beestablished in their classroom andcompile a list of what things might beincluded in there.Students will activate prior knowledgeand experiences to determine themeaning of unknown words.Students will use text and/orillustrations to identify meaning ofunknown words.

CC.Pre-K.RL.MA.6 With prompting andsupport, “read” the illustrations in a picturebook by describing a character or placedepicted, or by telling how a sequence ofevents unfolds.

With teacher modeling and support, studentswill create a “Safe Place” in their classroom.


ReadingFoundations







students will be introduced to a widevariety of literacy experiences thatfocus on upper (capital) and lowercase letters of the alphabet (e.g.,students will practice reciting thealphabet, alphabet songs, findingletters in the classroom). Students willbe introduced to upper (capital) andlower case letters Tt and Oo.students will match and/or identifyletters in their name and words.


a. With guidance and support,recognize and produce rhymingwords (e.g., identify words thatrhyme with /cat/ such as /bat/ and/sat/).






students will generate a new rhymingword to go with a pair of rhymingwords.students will clap words in a simplesentence to identify and isolate spokenwords.



Speaking &Listening


a. Observe and use appropriate ways ofinteracting in a group (e.g., taking turnsin talking, listening to peers, waiting tospeak until another person is finishedtalking, asking questions and waiting foran answer, gaining the floor inappropriate ways).

b. Continue a conversation through multipleexchanges.


Students will participate in a variety ofgroup activities, large and small group( e.g. meeting times, center time, andread aloud/stSory time)Students will follow basic rules forgroup discussions (e.g. raise hand,take turns in conservations, remain ontopic, answers questions)Students will learn about differentindividual and cultural communicationstyles.


With teacher modeling and support, studentswill develop an understanding and awarenessof orally presented information and apply it tothe way people feel.






e. Use the most frequently occurringprepositions (e.g., to, from, in, out, on,off, for, of, by, with).






With teacher modeling and support, studentswill learn and use descriptive rich orallanguage through exposure to a wide varietyof texts and hands on experiences. (e.g.clever, feeling words).

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Curriculum Map







Theme 2: My Family and Friends


ReadingLiterature

Story Folder: Little Red

Story Folder: My Aunt Violet


Before reading teacher will model howto make predictions and/ or askquestions about the text by examiningthe title, cover, illustrations/photographs and or text.Before reading teacher will model howto use to use prior knowledge andexperiences to make connections toliterary text.During interactive read alouds ofliterary text the teacher will model howto ask and answer questionsappropriately.

WIDA Resources HoughtonMifflin

Assessments

-TBA

DIBELS






http://imoodle.imgsoftware.com/chicopee/mod/resource/view.php?id=1179




After reading teacher will encouragethe students to engage inconversations to facilitate recall ofdetails in order to answers questionsabout the text.After reading students will respond totext through discussions, dramatizing,drawing and/or developmentallyappropriate writing.



Students will activate prior knowledgeand experiences to determine themeaning of unknown words.Students will use text and/orillustrations to identify meaning ofunknown words.


Big Book: Meet My Grandparents

CC.Pre-K.RI.MA.1 With prompting andsupport, ask and answer questions about aninformation text read aloud.

Before reading teacher will model howto make predictions and/ or askquestions about the text by examiningthe title, cover, illustrations/photographs/text features/graphicaides.Before reading teacher will model howto use to use prior knowledge andexperiences to make connections toinformational text.During interactive read alouds ofinformational text the teacher willmodel how to ask and answerquestions appropriately.After reading teacher will encouragethe students to engage inconversations to facilitate recall ofdetails in order to answers questionsabout the text.After reading students will respond totext through discussions, dramatizing,drawing and/or developmentallyappropriate writing.



ReadingFoundations

Big Book: Going Down Frog Street A to Z

Big Book: A to Z, Ps and Qs


a. Handles books respectfully andappropriately, holding them right-side-up andturning pages one at a time from front toback.





Students will be introduced to a widevariety of literacy experiences thatfocus on upper (capital) and lowercase letters of the alphabet (e.g.,students will practice reciting thealphabet, alphabet songs, findingletters in the classroom). Students willbe introduced to upper (capital) andlower case letters Ss and Pp.Students will match and/or identifyletters in their name and words.


a. With guidance and support, recognizeand produce rhyming words (e.g., identifywords that rhyme with /cat/ such as /bat/and /sat/).

b. With guidance and support, segment

words in a simple sentence by clappingand naming the number of words in thesentence.

c. Identify the initial sound of a spoken wordand, with guidance and support, generateseveral other words that have the same initialsound.




Students will generate a new rhymingword to go with a pair of rhymingwords.Students will clap words in a simplesentence to identify and isolate spokenwords.



Speaking &Listening


MA.1. Observe and use appropriate ways ofinteracting in a group (e.g., taking turns intalking, listening to peers, waiting to speakuntil another person is finished talking, askingquestions and waiting for an answer, gainingthe floor in appropriate ways).

MA.2. Continue a conversation throughmultiple exchanges.


students will participate in a variety ofgroup activities, large and small group( e.g. meeting times, center time, and

read aloud/story time)students will follow basic rules forgroup discussions (e.g. raise hand,take turns in conservations, remain ontopic, answers questions)students will participate inconversations with adults and peers.students will stay on topic throughmultiple exchanges.

CC.Pre-K.SL.MA.2 Recall information forshort periods of time and retell, act out, orrepresent information from a text read aloud,a recording, or a video (e.g. watch a videoabout birds and their habitats and makedrawings or constructions of birds and theirnests)

With teacher modeling and support, studentswill develop an understanding and awarenessof orally presented information and apply it totheir everyday family life.

CC.Pre-k.SL.MA.4 Describe personalexperiences; tell real or imagined stories.


students will make connections topersonal/prior knowledge andexperiences.students will speak clearly enough tobe head and understood.students will begin to organizeinformation in order to clearly expresstheir thoughts and ideas.

CC.Pre-k.SL.MA.6 Speak audibly andexpress thoughts, feelings, and ideas clearly.


students will speak clearly enough tobe heard and understood in a varietyof settings.students will communicate effectively ina variety of situations with differentaudiences, purposes, and formats.students will use props in situations,such as show-and-tellstudents will produce and expandcomplete sentences in sharedlanguage activities.



b. Use frequently occurring nouns and verbs.


d. Understand and use question words (e.g.,who, what, where, when, why, how).

e. Use the most frequently occurringprepositions (e.g., to, from, in, out, on, off,for, of, by, with).

f. Demonstrates the ability to speak incomplete sentences.

g. Use vocabulary in the MassachusettsCurriculum Framework for Mathematics pre-kindergarten standards to express conceptsrelated to length, area, weight, capacity, andvolume.


students will use standard language inlanguage activities.students will use complete sentencesin conversations, in response toquestions and during languageexperience activities (e.g. interactiveread alouds, shared reading/writing,developmentally appropriate writing,oral language activities, etc.)


With teacher modeling and support, studentswill learn and use descriptive rich orallanguage through exposure to a wide varietyof texts and hands on experiences. (e.g.fabulous, family related vocabulary)


ReadingLiterature

Big Book: Skidamarink

Listening Story : The Sweet Mother WhoLives in a Shoe

Story Folder: Animal Habitats and Homes


HoughtonMifflin

Assessments

-TBA

DIBELS

Before reading teacher will model howto make predictions and/ or askquestions about the text by examiningthe title, cover, illustrations/photographs and or text.Before reading teacher will model howto use to use prior knowledge andexperiences to make connections toliterary text.During interactive read alouds ofliterary text the teacher will model howto ask and answer questionsappropriately.After reading teacher will encouragethe students to engage inconversations to facilitate recall ofdetails in order to answers questionsabout the text.After reading students will respond totext through discussions, dramatizing,drawing and/or developmentallyappropriate writing.



students will activate prior knowledgeand experiences to determine themeaning of unknown words.students will use text and/orillustrations to identify meaning ofunknown words.


Big Book: Homes for Everyone


Before reading teacher will model howto make predictions and/ or askquestions about the text by examiningthe title, cover, illustrations/photographs/text features/graphicaides.Before reading teacher will model howto use to use prior knowledge andexperiences to make connections toinformational text.During interactive read alouds ofinformational text the teacher willmodel how to ask and answer

questions appropriately.After reading teacher will encouragethe students to engage inconversations to facilitate recall ofdetails in order to answers questionsabout the text.After reading students will respond totext through discussions, dramatizing,drawing and/or developmentallyappropriate writing.



ReadingFoundations







students will be introduced to a widevariety of literacy experiences thatfocus on upper (capital) and lowercase letters of the alphabet (e.g.,students will practice reciting thealphabet, alphabet songs, findingletters in the classroom). Students willbe introduced to upper (capital) andlower case letters Cc and Xx.students will match and/or identifyletters in their name and words.

CC.Pre-K.RF.MA.2 With guidance and

support, demonstrate understanding ofspoken words, syllables, and sounds(phonemes)

a. With guidance and support, recognizeand produce rhyming words (e.g., identifywords that rhyme with /cat/ such as/bat/and /sat/).









Speaking &Listening


a. Observe and use appropriate ways ofinteracting in a group (e.g., taking turnsin talking, listening to peers, waiting tospeak until another person is finishedtalking, asking questions and waiting for

an answer, gaining the floor inappropriate ways).



students will participate in a variety ofgroup activities, large and small group( e.g. meeting times, center time, andread aloud/story time)students will follow basic rules forgroup discussions (e.g. raise hand,take turns in conservations, remain ontopic, answers questions)students will participate inconversations with adults and peers.students will stay on topic throughmultiple exchanges.


With teacher modeling and support, studentswill develop an understanding and awarenessof orally presented information and apply it totheir everyday home and family life.






students will speak clearly enough tobe heard and understood in a varietyof settings.students will communicate effectively ina variety of situations with different

audiences, purposes, and formats.students will use props in situations,such as show-and-tellstudents will produce and expandcomplete sentences in sharedlanguage activities.

Language Anthology of Traditional Tales: Too MuchNoise

Listening Story : My Noisy House

CC.Pre-K.L.MA.1 Demonstrate use of orallanguage in informal everyday activities.










CC.Pre-K.L.MA.5 With guidance and supportfrom adults, explore word relationships andnuances of word meanings.

a. Demonstrates understanding of conceptsby sorting common objects into categories(e.g., sort objects by color, shape, or texture).

b. (Begins in Kindergarten)

c. Apply words learned in classroomactivities to real-life examples (e.g., nameplaces in school that are fun, quiet, ornoisy).

d.(Begins in Kindergarten)


Students will access prior knowledgeand experiences to identifyconnections between words and theirapplication to real life.Students will develop prior knowledgeand vocabulary through hands-onexperiences and by exposure to avariety of literary and informationaltext.


With teacher modeling and support, studentswill learn and use descriptive rich orallanguage through exposure to a wide varietyof texts and hands on experiences. (e.g.noisy, quiet, residence, social emotionalrelated vocabulary, habitat and home relatedvocabulary)


ReadingLiterature

Big Book: Sara Sidney’s Runaway Adventure

Story Folder: Silly Nellie

Story Folder: Forest Friends


Before reading teacher will model howto make predictions and/ or askquestions about the text by examiningthe title, cover, illustrations/photographs and or text.Before reading teacher will model howto use to use prior knowledge andexperiences to make connections toliterary text.During interactive read alouds ofliterary text the teacher will model howto ask and answer questions

HoughtonMifflin

Assessments

-TBA

DIBELS

appropriately.After reading teacher will encouragethe students to engage inconversations to facilitate recall ofdetails in order to answers questionsabout the text.After reading students will respond totext through discussions, dramatizing,drawing and/or developmentallyappropriate writing.





ReadingFoundations







students will be introduced to a widevariety of literacy experiences thatfocus on upper (capital) and lowercase letters of the alphabet (e.g.,

students will practice reciting thealphabet, alphabet songs, findingletters in the classroom). Students willbe introduced to upper (capital) andlower case letters Mm and Jj.students will match and/or identifyletters in their name and words.


a. With guidance and support, recognizeand produce rhyming words (e.g., identifywords that rhyme with /cat/ such as/bat/and /sat/).









Speaking &Listening


a. Observe and use appropriate ways ofinteracting in a group (e.g.,taking turns intalking, listening to peers, waiting tospeak until another person is finishedtalking, asking questions and waiting foran answer, gaining the floor inappropriate ways).





With teacher modeling and support, studentswill develop an understanding and awarenessof orally presented information and apply it totheir everyday home and family life.




CC.Pre-k.SL.MA.6 Speak audibly and

express thoughts, feelings, and ideas clearly.
















c. Apply words learned in classroomactivities to real-life examples (e.g., nameplaces in school that are fun, quiet, ornoisy)





With teacher modeling and support, studentswill learn and use descriptive rich orallanguage through exposure to a wide varietyof texts and hands on experiences. (e.g.loyal, friends and pets related vocabulary)


ReadingLiterature

Big Book: Gram is Coming to my House


Before reading teacher will model howto make predictions and/ or askquestions about the text by examiningthe title, cover, illustrations/photographs and or text.Before reading teacher will model howto use to use prior knowledge andexperiences to make connections toliterary text.During interactive read alouds ofliterary text the teacher will model howto ask and answer questionsappropriately.

HoughtonMifflin

Assessments

-TBA

DIBELS

After reading teacher will encouragethe students to engage inconversations to facilitate recall ofdetails in order to answers questionsabout the text.After reading students will respond totext through discussions, dramatizing,drawing and/or developmentallyappropriate writing.





Big Book: Neighborhood Helpers







Students will describe theillustrations/photographs in aninformational text.Students will participate in discussionsabout the information gained fromdetails in the illustrations/photographsin an informational text (e.g., usephotographs in text to describe howneighborhood helpers can keep ussafe).

ReadingFoundations







Students will be introduced to a widevariety of literacy experiences thatfocus on upper (capital) and lowercase letters of the alphabet (e.g.,students will practice reciting thealphabet, alphabet songs, findingletters in the classroom). Students willbe introduced to upper (capital) andlower case letters Aa and Ll.Students will match and/or identify

letters in their name and words.


a. With guidance and support, recognizeand produce rhyming words (e.g., identifywords that rhyme with /cat/ such as /bat/and /sat/).






Students will generate a new rhymingword to go with a pair of rhymingwords.Students will clap words in a simplesentence to identify and isolate spokenwords.



Speaking &Listening


a. Observe and use appropriate ways ofinteracting in a group (e.g., taking turns

in talking, listening to peers, waiting tospeak until another person is finishedtalking, asking questions and waiting foran answer, gaining the floor inappropriate ways).





With teacher modeling and support, studentswill develop an understanding and awarenessof orally presented information and apply it totheir own community.



students will make connections topersonal/prior knowledge andexperiences.students will speak clearly enough tobe heard and understood.students will begin to organizeinformation in order to clearly expresstheir thoughts and ideas.






e. Use the most frequently occurringprepositions (e.g., to, from, in, out, on, off,for, of, by, with)








c. Apply words learned in classroomactivities to real-life examples (e.g., nameplaces in school that are fun, quiet, ornoisy)





With teacher modeling and support, studentswill learn and use descriptive rich orallanguage through exposure to a wide varietyof texts and hands on experiences. (e.g.grateful, community related vocabulary)






Curriculum Map







Theme 3: Giants


ReadingLiterature

Big Book: The Song of the Teeny TinyMosquito

Participation Story: Going on a Bear Hunt

Listening Story: The Lion and the Mouse

Big Book: Five Huge Dinosaurs

Story Folder: Giant



Before reading teacher will model howto make predictions and/ or askquestions about the text by examiningthe title, cover, illustrations/photographs and or text.

WIDA Resources HoughtonMifflin

Assessments

-TBA

DIBELS









Before reading teacher will model howto use to use prior knowledge andexperiences to make connections toliterary text.During interactive read alouds ofliterary text the teacher will model howto ask and answer questionsappropriately.After reading teacher will encouragethe students to engage inconversations to facilitate recall ofdetails in order to answers questionsabout the text.After reading students will respond totext through discussions, dramatizing,drawing and/or developmentallyappropriate writing.






CC.Pre-K.RL.MA.7 With prompting andsupport, make predictions about whathappens next in a picture book afterexamining and discussing illustrations.


students will describe the illustrations ina story.students will participate in discussionsabout the information derived fromdetails in the illustrations in a story andbegin to use the information to makeaccurate predictions.

ReadingInformational

Text

ReadingFoundations







students will be introduced to a widevariety of literacy experiences thatfocus on upper (capital) and lowercase letters of the alphabet (e.g.,students will practice reciting thealphabet, alphabet songs, findingletters in the classroom). Students willbe introduced to upper (capital) andlower case letters Bb and Ii.students will match and/or identifyletters in their name and words.




c. Identify the initial sound of a spokenword and, with guidance and support,

generate several other words that havethe same initial sound.




students will listen for and identifyrhyming words in a story.students will be given a word and thenbe asked to generate a rhyming wordfrom a story.

students will clap and count syllables inwords while saying each syllableseparately.students will clap words in a simplesentence to identify and isolate spokenwords.

Writing CC.Pre-k.W.MA.1 Dictate words to express apreference or opinion about a topic (e.g., “Iwould like to go to the fire station to see thetruck and meet the firemen.”).

CC.Pre-k.W.MA.2 Use a combination ofdictating and drawing to explain informationabout a topic.

CC.Pre-k.W.MA.3 Use a combination ofdictating and drawing to tell a real orimagined story.


Speaking &Listening


a. Observe and use appropriate waysof interacting in a group (e.g., takingturns in talking, listening to peers,waiting to speak until another person isfinished talking, asking questions andwaiting for an answer, gaining the floor

in appropriate ways).












e. Use the most frequently occurringprepositions (e.g., to, from, in, out, on,off, for, of, by, with)


g. Use vocabulary in theMassachusetts CurriculumFramework for Mathematics pre-kindergarten standards to expressconcepts related to length, area,weight, capacity, and volume.


students will use standard language inlanguage activities.students will use complete sentencesin conversations, in response toquestions and during languageexperience activities (e.g. interactiveread alouds, shared reading/writing,developmentally appropriate writing,oral language activities, etc.)students will learn and apply sizerelated math vocabulary.

CC.PreK.L.MA.4 Ask and answer questionsabout the meanings of new words andphrases introduced through books, activities,and play.

a. With guidance and support, generatewords that are similar in meaning (e.g.,happy/glad, angry/mad).

b. (Begins in kindergarten)

With teacher modeling and support, studentswill access prior knowledge and experiencesto describe the size of objects (e.g.,big/gigantic/huge/enormous).


With teacher modeling and support, studentswill learn and use descriptive rich orallanguage through exposure to a wide varietyof texts and hands on experiences. (e.g.enormous, size related vocabulary)


ReadingLiterature


Story Folder: The Great Enormous Rock


Participation Story: Going on a Whale Watch

Weekly Read Aloud:Very Hairy Bear

HoughtonMifflin

Assessments

-TBA

DIBELS

Participation Story: Going on a Lion Hunt

Listening Story: The Sun and the Moon

Anthology of Traditional Tales: How Thunderand Lighting Came to Be







Reading Journal: Reagan’s Journal

Big Book: Nature’s Giants

Big Book: A Chance for Esperanza

Rebus Poster: How to Pledge to the Flag

Listening Story: River Talk


With teacher modeling and support, studentswill use prior knowledge, experiences,photographs/illustrations, and text to identifythe meaning of unknown words.



students will describe theillustrations/photographs in aninformational text.students will participate in discussionsabout the information gained fromdetails in the illustrations/photographsin an informational text ( e.g., usephotographs in text to describe the sizeof the objects in the photograph.

ReadingFoundations







students will be introduced to a widevariety of literacy experiences thatfocus on upper (capital) and lowercase letters of the alphabet (e.g.,students will practice reciting thealphabet, alphabet songs, findingletters in the classroom). Students willbe introduced to upper (capital) and

lower case letters Vv and Ee.students will match and/or identifyletters in their name and words.


a. With guidance and support,recognize and produce rhyming words(e.g., identify words that rhyme with/cat/ such as /bat/ and /sat/).






students will clap words in a simplesentence to identify and isolate spokenwords.




Through a gradual release of responsibility,students will participate in modeled, shared,and interactive writing. Students will begin tolearn to dictate their thinking and illustratetheir ideas. Through illustrations and/ordictating students will articulate their ideas ina way that is purposeful, on topic, and

appropriate to the audience.

Speaking &Listening


a. Observe and use appropriate waysof interacting in a group (e.g., takingturns in talking, listening to peers,waiting to speak until another person isfinished talking, asking questions andwaiting for an answer, gaining the floorin appropriate ways).









b. Use frequently occurring nouns and

verbs.



e. Use the most frequentlyoccurring prepositions (e.g., to,from, in, out, on, off, for, of, by,with)




students will use standard language inlanguage activities.students will use complete sentencesin conversations, in response toquestions and during languageexperience activities (e.g. interactiveread alouds, shared reading/writing,developmentally appropriate writing,oral language activities, etc.)students will learn and apply sizerelated math vocabulary.students will gain exposure and beginto demonstrate an understanding ofprepositions by using them correctlythroughout their daily activities.


With teacher modeling and support, studentswill learn and use descriptive rich orallanguage through exposure to a wide varietyof texts and hands on experiences. (e.g.gigantic, size related vocabulary)


ReadingLiterature

Big Book: Gram Is Coming to My House

Listening Story: How the Hummingbird Got Its

Weekly Read Aloud:Bear on a Bike

HoughtonMifflin

Assessments

Colors

Listening Story: The Giants of the City

Listening Story: Engine Ninety-Nine

Anthology of Traditional Tales: The Builderand the Oni

Story Folder: Monster Coaster








-TBA

DIBELS


students will describe the illustrations ina story.students will participate in discussionsabout the information derived fromdetails in the illustrations in a story andbegin to use the information to makeaccurate predictions.


Big Book: Giants Made by People

Listening Story: Machines Large and Small




With teacher modeling and support, studentswill use prior knowledge, experiences,photographs/illustrations, and text to identifythe meaning of unknown words.



students will describe theillustrations/photographs in aninformational text.students will participate in discussionsabout the information gained fromdetails in the illustrations/photographsin an informational text ( e.g., usephotographs in text to describe the sizeof the objects in the photograph.

ReadingFoundations







students will be introduced to a widevariety of literacy experiences thatfocus on upper (capital) and lowercase letters of the alphabet (e.g.,students will practice reciting thealphabet, alphabet songs, findingletters in the classroom). Students willbe introduced to upper (capital) andlower case letters Rr and Yy.students will match and/or identifyletters in their name and words.








students will be given a word and thenbe asked to generate a rhyming word.students will segment words syllables.students will clap words in a simplesentence to identify and isolate spokenwords.





Speaking &Listening


a. Observe and use appropriate waysof interacting in a group (e.g., takingturns in talking, listening to peers,waiting to speak until another person is

finished talking, asking questions andwaiting for an answer, gaining the floorin appropriate ways).



















students will use standard language inlanguage activities.students will use complete sentencesin conversations, in response toquestions and during languageexperience activities (e.g. interactiveread alouds, shared reading/writing,developmentally appropriate writing,oral language activities, etc.)students will learn and apply sizerelated math vocabulary.


With teacher modeling and support, studentswill learn and use descriptive rich orallanguage through exposure to a wide varietyof texts and hands on experiences. (e.g.amazing, giants made by people relatedvocabulary-bridges,skyscrapers)


ReadingLiterature

Story Folder: Jack and the Beanstalk

Anthology of Traditional Tales: Jack and theBeanstalk

Participation Story: Be a Giant!

Weekly Read Aloud:Thesaurus Rex

HoughtonMifflin

Assessments

-TBA

Listening Story: Odon the Giant

Listening Story: Kilum

Big Book: Once Upon a Time in Dragon Land









DIBELS



students will describe the illustrations ina story.students will activate prior knowledgeand experiences to participate indiscussions about the informationderived from details in the illustrations


With teacher modeling and support,students will discuss what charactersdo and say in order to makeconnections to their own experiences.


ReadingFoundations







students will be introduced to a widevariety of literacy experiences thatfocus on upper (capital) and lowercase letters of the alphabet (e.g.,students will practice reciting the

alphabet, alphabet songs, findingletters in the classroom). Students willbe introduced to upper (capital) andlower case letters Dd and Uu.students will match and/or identifyletters in their name and words.








students will be given a word and thenbe asked to generate a word thatrhymes with it.

students will clap words in a simplesentence to identify and isolate spokenwords.students will begin to recognize andidentify the initial sound in words.





Speaking &Listening











students will speak clearly enough tobe heard and understood in a varietyof settings.students will communicate effectively ina variety of situations with differentaudiences, purposes, and formats.students will use props in situations,such as show-and-tellstudents will produce and expandcomplete sentences in sharedlanguage/writing activities.












a. Demonstrates understanding ofconcepts by sorting common objectsinto categories (e.g., sort objects bycolor, shape, or texture).


c. Apply words learned in classroomactivities to real-life examples (e.g.,name places in school that are fun,quiet, or noisy)



students will access prior knowledgeand experiences to identifyconnections between words and theirapplication to real life.students will develop prior knowledgeand vocabulary through hands-onexperiences and by exposure to avariety of literary text.


With teacher modeling and support, studentswill learn and use descriptive rich orallanguage through exposure to a wide varietyof texts and hands on experiences. (e.g.make-believe, fiction, fairy tales, feelingsrelated vocabulary)






Curriculum Map







Theme 4: Choices


ReadingLiterature

Big Book: Charlie Chipmunk’s ThoughtfulChoices

Anthology of Traditional Tales: Three BillyGoats Gruff and/or The Three Little Pigs

Story Folder: The Three Bears

Social Emotional Book: Shubert’s New Friend


Before reading teacher will model howto make predictions and/ or askquestions about the text by examiningthe title, cover, illustrations/photographs and or text.Before reading teacher will model howto use to use prior knowledge and

WIDA Resources

Weekly Read Aloud:Little Blue Truck

Feelin’ Froggy CD:Buckle Up

HoughtonMifflin

Assessments

-TBA

DIBELS









experiences to make connections toliterary text.During interactive read alouds ofliterary text the teacher will model howto ask and answer questionsappropriately.After reading teacher will encouragethe students to engage inconversations to facilitate recall ofdetails in order to answers questionsabout the text.After reading students will respond totext through discussions, dramatizing,drawing and/or developmentallyappropriate writing.








students will use the illustrations on thecover and the title to make predictionsabout what the story will be about.students will describe the illustrations ina story.students will activate prior knowledgeand experiences to participate indiscussions about the informationderived from details in the illustrations




ReadingFoundations







students will be introduced to a widevariety of literacy experiences thatfocus on upper (capital) and lowercase letters of the alphabet (e.g.,students will practice reciting thealphabet, alphabet songs, findingletters in the classroom). Students willbe introduced to upper (capital) andlower case letters Nn and Ww.students will match and/or identifyletters in their name and words.










Writing

Speaking &Listening





students will participate in a variety ofgroup activities, large and small group( e.g. meeting times, center time, andread aloud/story time)students will follow basic rules forgroup discussions (e.g. raise hand,

take turns in conservations, remain ontopic, answers questions)students will participate inconversations with adults and peers.students will stay on topic throughmultiple exchanges.

CC.Pre-k.SL.MA.2 Recall information forshort periods of time and retell, act out, orrepresent information from a text read aloud,a recording, or a video (e.g., watch a videoabout birds and their habitats and makedrawings or constructions of birds and theirnests).

With teacher modeling and support, studentswill develop the ability to recall informationfrom a story while participating in areenactment of it.









b. Use frequently occurring nouns and

verbs.














students will access prior knowledgeand experiences to identifyconnections between words and theirapplication to real life.students will develop prior knowledge

and vocabulary through hands-onexperiences and by exposure to avariety of literary text.


With teacher modeling and support, studentswill learn and use descriptive rich orallanguage through exposure to a wide varietyof texts and hands on experiences. (e.g.consequences, helpful, choices, healthychoices, safe choices, thoughtful)

Focus Standards / Objectives: Theme 4-Seletion 2 Resources/Strategies Assessments

ReadingLiterature

Story Folder: Little Red Hen

Story Folder: Food Nursery Rhymes

Listening Story: Candy Land Journey




With teacher modeling and support, students

Weekly Read Aloud: TellMe What It’s Like to BeBig

HoughtonMifflin

Assessments

-TBA

DIBELS

will begin to retell parts of stories in anappropriate sequence.








students will use the illustrations on thecover and the title to make predictionsabout what the story will be about.students will describe the illustrations ina story.students will activate prior knowledgeand experiences to participate indiscussions about the informationderived from details in the illustrations




Big Book: Food Around the World


Before reading teacher will model how

to make predictions and/ or askquestions about the text by examiningthe title, cover, illustrations/photographs/text features/graphicaides.Before reading teacher will model howto use to use prior knowledge andexperiences to make connections toinformational text.During interactive read alouds ofinformational text the teacher willmodel how to ask and answerquestions appropriately.After reading teacher will encouragethe students to engage inconversations to facilitate recall ofdetails in order to answers questionsabout the text.After reading students will respond totext through discussions, dramatizing,drawing and/or developmentallyappropriate writing.

CC.Pre-K.RI.MA.6 With prompting andsupport, “read” illustrations in aninformational picture book by describing factslearned from the pictures (e.g., how a seedgrow into a plant)

With teacher modeling and support, studentswill use illustrations/photographs in aninformational text and be able to engage intalk about the life cycle of a plant.

ReadingFoundations







students will be introduced to a widevariety of literacy experiences thatfocus on upper (capital) and lowercase letters of the alphabet (e.g.,students will practice reciting thealphabet, alphabet songs, findingletters in the classroom). Students willbe introduced to upper (capital) andlower case letters Gg and Kk.students will match and/or identifyletters in their name and words.










Writing

Speaking &Listening







With teacher modeling and support, studentswill develop the ability to recall informationfrom a story while participating in areenactment of it.



students will speak clearly enough tobe heard and understood in a varietyof settings.students will communicate effectively ina variety of situations with differentaudiences, purposes, and formats.students will use props in situations,such as show-and-tellstudents will produce and expandcomplete sentences in shared

language/writing activities.












a. Demonstrates understanding ofconcepts by sorting commonobjects into categories (e.g., sortobjects by color, shape, or texture).





students will sort a variety of foodpicture cards into the followingcategories, nutritious or not nutritious,and then discuss the similarities anddifferences among the two groups.students will access prior knowledgeand experiences to identifyconnections between words and theirapplication to real life.students will develop prior knowledgeand vocabulary through hands-onexperiences and by exposure to avariety of literary text.


With teacher modeling and support, studentswill learn and use descriptive rich orallanguage through exposure to a wide varietyof texts and hands on experiences. (e.g.nutritious, food pyramid related vocabulary)


ReadingLiterature

Listening Story: Kylie and Riley

Big Book: Five Huge Dinosaurs

Rhyme: Five Little Monkeys


Before reading teacher will model howto make predictions and/ or askquestions about the text by examiningthe title, cover, illustrations/photographs and or text.Before reading teacher will model howto use to use prior knowledge andexperiences to make connections toliterary text.During interactive read alouds ofliterary text the teacher will model howto ask and answer questionsappropriately.After reading teacher will encouragethe students to engage inconversations to facilitate recall of


HoughtonMifflin

Assessments

-TBA

DIBELS

details in order to answers questionsabout the text.After reading students will respond totext through discussions, dramatizing,drawing and/or developmentallyappropriate writing.











Big Book: A to Z Ps and Qs

Big Book: Neighborhood Helpers


Before reading teacher will model howto make predictions and/ or askquestions about the text by examining

the title, cover, illustrations/photographs/text features/graphicaides.Before reading teacher will model howto use to use prior knowledge andexperiences to make connections toinformational text.During interactive read alouds ofinformational text the teacher willmodel how to ask and answerquestions appropriately.After reading teacher will encouragethe students to engage inconversations to facilitate recall ofdetails in order to answers questionsabout the text.After reading students will respond totext through discussions, dramatizing,drawing and/or developmentallyappropriate writing.

CC.Pre-K.RI.MA.4 With prompting andsupport, ask and answer questions aboutunfamiliar words in an informational text readaloud.


students will activate prior knowledgeand experiences to determine themeaning of unknown words.students will use text and/orphotographs to identify meaning ofunknown words.



students will describe theillustrations/photographs in aninformational text.students will participate in discussionsabout the information gained fromdetails in the illustrations/photographsin an informational text ( e.g., usephotographs in text to discuss how touse manners)

ReadingFoundations







students will be introduced to a widevariety of literacy experiences thatfocus on upper (capital) and lowercase letters of the alphabet (e.g.,students will practice reciting thealphabet, alphabet songs, findingletters in the classroom). Students willbe introduced to upper (capital) andlower case letters Ff and Zz.students will match and/or identifyletters in their name and words.










Writing

Speaking &Listening



b. Continue a conversation throughmultiple exchanges .





students will make connections topersonal/prior knowledge andexperiences.students will speak clearly enough tobe heard and understood.students will begin to organize

information in order to clearly expresstheir thoughts and ideas.













students will use standard language inlanguage activities.students will use complete sentencesin conversations, in response toquestions and during languageexperience activities (e.g. interactiveread alouds, shared reading/writing,

developmentally appropriate writing,oral language activities, etc.)









With teacher modeling and support, studentswill learn and use descriptive rich orallanguage through exposure to a wide varietyof texts and hands on experiences. (e.g.habit, exercise, healthy habits and mannersrelated vocabulary)


ReadingLiterature

Big Book: Charlie Chipmunk’s ThoughtfulChoices

Story Folder: Henny Penny

Story Folder: My Aunt Violet

Listening Story: The Tortoise and the Hare

Anthology Of Traditional Tales: The Little RedHen and/or The Gigantic Turnip

Weekly Read Aloud:Curious George Plants aTree

HoughtonMifflin

Assessments

-TBA

DIBELS









With teacher modeling and support, studentswill sequence events from a story read aloudand use the information gained to discuss

possible solutions to the problem in the story.




ReadingFoundations







students will be introduced to a widevariety of literacy experiences thatfocus on upper (capital) and lowercase letters of the alphabet (e.g.,students will practice reciting thealphabet, alphabet songs, findingletters in the classroom). Students willbe introduced to upper (capital) andlower case letters Hh and Qq.students will match and/or identifyletters in their name and words.










Writing

Speaking &Listening





students will participate in a variety of

group activities, large and small group( e.g. meeting times, center time, andread aloud/story time)students will follow basic rules forgroup discussions (e.g. raise hand,take turns in conservations, remain ontopic, answers questions)students will participate inconversations with adults and peers.students will stay on topic throughmultiple exchanges.












With teacher modeling and support, studentswill learn and use descriptive rich orallanguage through exposure to a wide varietyof texts and hands on experiences. (e.g.options, determination, problem solvingrelated vocabulary)






Curriculum Map







Theme 5: Stories and Rhymes


ReadingLiterature

Big Book: Twinkle, the Little Star

Nursery and Cultural Rhymes Flipchart:Peter, Peter, Pumpkin Eater and/or Jackand Jill

Nursery and Cultural Rhymes Flipchart:Three Little Kittens

Nursery and Cultural Rhymes Flipchart: HeyDiddle Diddle and/or Humpty Dumpty


Before reading students will makepredictions and/ or ask questionsabout the text by examining the title,cover, illustrations /photographs andor text.

WIDA Resources


Houghton MifflinAssessments

-TBA

DIBELS









Before reading students will use priorknowledge and experiences to makeconnections to literary text.During interactive read alouds ofliterary text the students will ask andanswer questions appropriately.After reading teacher will encouragethe students to engage inconversations to facilitate recall ofdetails in order to answers questionsabout the text.After reading students will respond totext through discussions, dramatizing,drawing and/or developmentallyappropriate writing.

CC.Pre-K.RL.MA.3 With prompting andsupport, act out characters and events froma story or poem read aloud.

With teacher modeling and support,students will identify and discuss charactertraits and participate in acting out what theydo and/or say in familiar stories.







ReadingFoundations

CC.Pre-K.RF.MA.1 With guidance andsupport, demonstrate understanding of theorganization and basic features of printedand written text: books, words, letters, and

the alphabet.


b. (Begins in kindergarten or whenthe individual child is ready)

c. (Begins in kindergarten or whenthe individual child is ready)



students will be introduced to a widevariety of literacy experiences thatfocus on upper (capital) and lowercase letters of the alphabet (e.g.,students will practice reciting thealphabet, alphabet songs, findingletters in the classroom). Students willbe introduced to upper (capital) andlower case letters Mm.students will match and/or identifyletters in their name and words.




c. Identify the initial sound of aspoken word and, with guidanceand support, generate severalother words that have the sameinitial sound.

d. (Begins in kindergarten or whenthe individual child is ready)

e. (Begins in kindergarten or whenthe individual child is ready)


students will be given a word andthen be asked to generate a wordthat rhymes with it.

students will clap words in a simplesentence to identify and isolatespoken words.students will begin to recognize andidentify the initial sound in words.

Writing

Speaking &Listening

CC.Pre-k.SL.MA.1 Participate incollaborative conversations with diversepartners during daily routines and play.

a. Observe and use appropriateways of interacting in a group(e.g., taking turns in talking,listening to peers, waiting tospeak until another person isfinished talking, asking questionsand waiting for an answer, gainingthe floor in appropriate ways).

b. Continue a conversationthrough multiple exchanges.


students will participate in a variety ofgroup activities, large and smallgroup ( e.g. meeting times, centertime, and read aloud/story time)students will follow basic rules forgroup discussions (e.g. raise hand,take turns in conservations, remainon topic, answers questions)students will participate inconversations with adults and peers.students will stay on topic throughmultiple exchanges.



students will make connections topersonal/prior knowledge andexperiences.

students will speak clearly enough tobe heard and understood.students will begin to organizeinformation in order to clearly expresstheir thoughts and ideas.

CC.Pre-k.SL.MA.6 Speak audibly andexpress thoughts, feelings, and ideasclearly.


students will speak clearly enough tobe heard and understood in a varietyof settings.students will communicate effectivelyin a variety of situations with differentaudiences, purposes, and formats.students will use props in situations,such as show-and-tellstudents will produce and expandcomplete sentences in sharedlanguage/writing activities.

Language Nursery and Cultural Rhymes Flipchart:Song of Kites and/or Miss Mary Mack

CC.Pre-K.L.MA.1 Demonstrate use of orallanguage in informal everyday activities.


b. Use frequently occurring nounsand verbs.


d. Understand and use questionwords (e.g., who, what, where, when,why, how).

e. Use the most frequently occurringprepositions (e.g., to, from, in, out,on, off, for, of, by, with)

f. Demonstrates the ability tospeak in complete sentences.



students will use standard language

in language activities.students will use complete sentencesin conversations, in response toquestions and during languageexperience activities (e.g. interactiveread alouds, shared reading/writing,developmentally appropriate writing,oral language activities, etc.)students will demonstrate the abilityto use the words same and differentwhen describing objects in theirenvironment and generalize thisvocabulary to identify things that arethe same and different in nurseryrhymes.

CC.Pre-K.L.MA.5 With guidance andsupport from adults, explore wordrelationships and nuances of wordmeanings.



c. Apply words learned inclassroom activities to real-lifeexamples (e.g., name places inschool that are fun, quiet, ornoisy)





With teacher modeling and support,students will learn and use descriptive richoral language through exposure to a widevariety of texts and hands on experiences.(e.g. culture, nursery rhyme relatedvocabulary)


ReadingLiterature

Big Book: Little Red

Story Folder: Little Red

Story Folder: Henny Penny and/or Little RedHen

Story Folder: The Three Bears

Listening Story: The Boy Who Cried Wolf

Anthology Of Traditional Tales: Three BillyGoats Gruff and/or The Three Pigs and/orThe Three Bears


Before reading students will makepredictions and/ or ask questionsabout the text by examining the title,cover, illustrations /photographs andor text.Before reading students will use priorknowledge and experiences to makeconnections to literary text.During interactive read alouds ofliterary text the students will begin tonote details in a story read aloud andanswer simple “wh” questions.After reading the students willengage in conversations to facilitaterecall of details in order to answersquestions about the text.After reading students will respond totext through discussions, dramatizing,drawing and/or developmentallyappropriate writing.


With teacher modeling and support,students will begin to retell parts of stories inan appropriate sequence.


With teacher modeling and support,students will participate in acting out whatcharacters do and/or say in familiar stories.

Weekly Read Aloud:Anthology Of TraditionalTales: Rabbit’s RopeTug


-TBA

DIBELS





With teacher modeling and support,students will sequence events from a storyread aloud and use the information gainedto discuss possible solutions to the problemin the story.




ReadingFoundations







students will be introduced to a widevariety of literacy experiences thatfocus on upper (capital) and lowercase letters of the alphabet (e.g.,students will practice reciting thealphabet, alphabet songs, findingletters in the classroom). Students willbe introduced to upper (capital) andlower case letters Ss and Mm.students will match and/or identifyletters in their name and words.









students will clap words in a simplesentence to identify and isolatespoken words.students will begin to recognize and

identify the initial sound in words.

Writing

Speaking &Listening











students will speak clearly enough to

be heard and understood in a varietyof settings.students will communicate effectivelyin a variety of situations with differentaudiences, purposes, and formats.students will use props in situations,such as show-and-tellstudents will produce and expandcomplete sentences in sharedlanguage/writing activities.





d. Understand and use questionwords (e.g., who, what, where,when, why, how).





students will participate in orallanguage activities that fosterquestioning skills and apply the use ofquestion words when speaking.students will use standard languagein language activities.students will use complete sentencesin conversations, in response toquestions and during languageexperience activities (e.g. interactiveread alouds, shared reading/writing,developmentally appropriate writing,oral language activities, etc.)

CC.Pre-K.L.MA.4 Ask and answer questionsabout the meaning of new words and

phrases introduced through books,activities, and play.

a. With guidance and support,generate words that are similar inmeaning (e.g., happy/glad,angry/mad).



students will access prior knowledgeand experiences to determine themeaning of words and phrasesdiscuss words and phrases and theirmeanings as they are encountered intexts, instruction and conversations.




c. Apply words learned inclassroom activities to real-lifeexamples (e.g., name places inschool that are fun, quiet, ornoisy)





With teacher modeling and support,students will learn and use descriptive richoral language through exposure to a widevariety of texts and hands on experiences.

(e.g. traditional tales related vocabulary)


ReadingLiterature

Big Book: The Frog Princess

Story Folder: The Princess and the Pea

Anthology Of Traditional Tales: Goldilocksand the Three Bears

Story Folder: The Shoemaker and the Elvesand/or

Anthology Of Traditional Tales: The Elvesand the Shoemaker







Weekly Read Aloud: AVery Hairy Bear


-TBA

DIBELS



With teacher modeling and support,students will begin to develop the ability toidentify story elements (character traits,setting) from a story read aloud and use theinformation gained to discuss possiblesolutions to the problem in the story.


ReadingFoundations







students will be introduced to a widevariety of literacy experiences thatfocus on upper (capital) and lowercase letters of the alphabet (e.g.,students will practice reciting thealphabet, alphabet songs, finding

letters in the classroom). Students willbe introduced to upper (capital) andlower case letters Tt and Rr.students will match and/or identifyletters in their name and words.










Writing

Speaking &Listening


a. Observe and use appropriateways of interacting in a group(e.g., taking turns in talking,

listening to peers, waiting tospeak until another person isfinished talking, asking questionsand waiting for an answer, gainingthe floor in appropriate ways).










Language CC.Pre-K.L.MA.1 Demonstrate use of oral

language in informal everyday activities.









students will participate in orallanguage activities that fosterquestioning skills and apply the use ofquestion words when speaking.students will use standard languagein language activities.students will use complete sentencesin conversations, in response toquestions and during languageexperience activities (e.g. interactiveread alouds, shared reading/writing,developmentally appropriate writing,oral language activities, etc.)

CC.Pre-K.L.MA.4 Ask and answer questionsabout the meaning of new words andphrases introduced through books,activities, and play.




students will access prior knowledgeand experiences to determine the

meaning of words and phrasesdiscuss words and phrases and theirmeanings as they are encountered intexts, instruction and conversations.


With teacher modeling and support,students will learn and use descriptive richoral language through exposure to a widevariety of texts and hands on experiences.(e.g. magic, fairytale related vocabulary)


ReadingLiterature

Big Book: The Rooster Who Went to HisUncle’s Wedding

Song: There Was an Old Lady whoSwallowed a Fly

Story Folder: The Chihuahua and theLeopard and/or Half-Chicken

Listening Story: The Cat and the Mouseand/or Tortoise Wins the Race

Anthology Of Traditional Tales: TheTortoise and the Hare



Weekly Read Aloud: ForPete’s Sake


-TBA

DIBELS


With teacher modeling and support,students will begin to retell parts of stories inan appropriate sequence.







With teacher modeling and support,students will begin to develop the ability toidentify story elements (character traits,setting) from a story read aloud and use theinformation gained to discuss possiblesolutions to the problem in the story.


ReadingFoundations


a. Handles books respectfully andappropriately, holding them right-side-up and turning pages one at a

time from front to back.





students will be introduced to a widevariety of literacy experiences thatfocus on upper (capital) and lowercase letters of the alphabet (e.g.,students will practice reciting thealphabet, alphabet songs, findingletters in the classroom). Students willbe introduced to upper (capital) andlower case letters Aa.students will match and/or identifyletters in their name and words.










Writing

Speaking &Listening






CC.Pre-k.SL.MA.3 Ask and answerquestions in order to seek help, getinformation, or clarify something that is notunderstood.

With teacher modeling and support,students will connect prior knowledgeto new knowledge and begin todemonstrate the ability to askquestions targeted to specific need.



students will develop anunderstanding of singular and pluralnouns (e.g., mouse means onemouse and mice means more thanone mouse) and apply theirunderstanding when speaking .students will participate in orallanguage activities that fosterquestioning skills and apply the use ofquestion words when speaking.students will use standard languagein language activities.students will use complete sentencesin conversations, in response toquestions and during languageexperience activities (e.g. interactiveread alouds, shared reading/writing,developmentally appropriate writing,oral language activities, etc.)

CC.Pre-K.L.MA.4 Ask and answer questionsabout the meaning of new words andphrases introduced through books,activities, and play.




students will access prior knowledgeand experiences to determine themeaning of words and phrasesdiscuss words and phrases and theirmeanings as they are encountered intexts, instruction and conversations.




c. Apply words learned inclassroom activities to real-lifeexamples (e.g., name places in

school that are fun, quiet, ornoisy)





With teacher modeling and support,students will learn and use descriptive richoral language through exposure to a widevariety of texts and hands on experiences.(e.g. ballads, folktales and fables relatedvocabulary)



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