WESTLAKE EARLY CHILDHOOD PROGRAM
2014-2015
STANDARDS WORKED ON DAILY
MATHEMATICS
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Count to 20 by ones
with increasing
accuracy.
Identify and name
numerals 1-9.
Identify without
counting small
quantities of up to 3
items.
Demonstrate one-to-one
correspondence when
counting objects up to
10.
Understand that the
last number spoken tells
the number of objects
counted.
Identify whether the
number of objects in one
group is greater than,
less than or equal to the
number of objects in
another group up to 10.
Solve simple addition
and subtraction
problems with totals
smaller than 8, using
concrete objects.
SCIENCE
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Make predictions and
check them through
concrete experiences, with
adult support.
Make inferences and form
generalizations based on
evidence.
Communicate about
observations and
investigations.
Record or represent and
communicate observations
and findings through
variety of methods (e.g.
pictures, words, and
dramatization) with adult
support.
Share findings and
explanations, which may
be correct or incorrect, with
or without adult
prompting.
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Demonstrate understanding of increasingly
complex concepts and longer sentences, and
follow two-step requests.
As desired, add drawings or other visuals to
verbal description to provide additional
detail.
Demonstrate understanding of or use words
that indicate position and direction
(Vocabulary).
With modeling and support, describe what
part of the story the illustration depicts.
With modeling and support, describe,
categorize and compare and contrast
information in informational text.
Actively engage in group reading activities
with purpose and understanding.
With modeling and support, demonstrate an
understanding of reading fluency by use of
phrasing, intonation and expression in shared
reading of familiar books, poems, chants,
songs, nursery rhymes or other repetitious or
predictable texts.
Demonstrate an understanding of book
handling.
Demonstrate and understands that print
conveys meaning.
Differentiate between sounds that are the
same and different (e.g. environmental
sounds, animal sounds, phonemes).
With modeling and support, identify, blend
and segment syllables in spoken words.
With modeling and support, recognize and
produce rhyming words.
With modeling and support, blend onsets and
rhymes in single-syllable spoken words.
With modeling and support, identify initial
and final sounds in spoken words.
With modeling and support, orally blend and
SOCIAL &
EMOTIONAL
DEVELOPMENT
APPROACHES
TOWARDS LEARNING
LANGUAGE & LITERACY
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Focus on an activity with
deliberate concentration
despite distractions.
Carry out tasks, activities,
projects, or experiences from
beginning to end.
Focus on the task at hand
through difficulties and try to
overcome challenges.
Develop and carry out simple
plans to obtain a goal.
Invents new activities and
demonstrates flexibility in
solving problems.
Seek new and varied experiences
and challenges.
Demonstrates self-direction
while participating in a range of
activities and routines.
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Request and accepts
guidance from familiar
adults.
Interact with peers in
shared activities, pretend
play and cooperation of
roles.
Display socially
competent behavior with
peers such as helping,
sharing and taking turns.
Seek security and support
from familiar adults.
Resolve conflicts with
peers, seeking adult
assistance when
necessary.
Express concern for the
needs of others and people
in distress.
Manage the expression of
feelings, thoughts,
impulses and behaviors
with minimal guidance
from adults.
Engage in extended
conversations with
familiar adults.
Recognize and identify
own emotions and the
emotions of others.
Display awareness of own
thoughts and feelings.
COGNITION
PROCESSES &
SKILLS
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Demonstrate ability to
solve everyday problems
based on past
experiences.
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segment familiar compound words.
With modeling and support, demonstrate a
beginning understanding of the connections
between letters and sounds.
With modeling and support, recognize and
“read” familiar words or environmental print.
With modeling and support, recognize and
name some upper and lower case letters in
addition to those in first name.
With modeling and support, use a
combination of drawing, dictating and
emergent writing to express knowledge or
share information about a topic of interest.
With modeling and support from adults,
begin to discuss and respond to questions
from others about the writing/ drawing.
With modeling and support, participate in
shared research and writing projects using a
variety of resources to gather information or
to answer a question.
With modeling and support, speak clearly
and understandably to express ideas, feelings
and needs.
Demonstrate a beginning understanding of
the structure and function of print.
With modeling and support identify own
name in print.
Demonstrate a beginning understanding of
the structure and function of print
With modeling and support follows typical
patterns for communicating with others (e.g.,
listen to others, takes turns talking and
speaks about the topic or text being
discussed).
Physical Well
Being & Motor
Development
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Use non-locomotor skills
with control, balance,
and coordination, such
as bending, stretching,
and twisting during
play.
Participate in active
play exhibiting strength
and stamina.
Demonstrate emerging
responsibility for eating.
Demonstrate
coordination in using
objects during active
play (riding tricycle,
catching ball).
Coordinate the use of
hands, fingers, and
wrists to manipulate
objects and perform
tasks requiring precise
movements.
Demonstrate loco-motor
skills with control,
coordination, balance,
and active play.
Dress with minimal or
no caregiver assistance.
Complete personal care
tasks with increasing
responsibility.
Demonstrate
increasingly complex
oral motor skills such as
drinking threw a straw,
blowing bubbles, or
repeating a tongue
twister.
Social Studies
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Demonstrate cooperative
behaviors and fairness to
others during interactions
with peers & adults.
Demonstrate an awareness
of the outcomes of choices
Engage in problem solving
to resolve social conflicts
with adult support.
Processes & Skills
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Demonstrates understanding that symbols
carry meaning and use symbols to
understand thinking
THEME & STANDARDS CALENDAR
KEY: SS – Social Studies
LL – Language & Literacy
S – Science
M – Mathematics APT – Approaches Toward Learning
SE: Social & Emotional Development P/M: Physical Well Being & Motor Development
PS: Processes & Skills
WEEK OF
THEME
September 2-4
(3 days)
Back to School
Baseball/Sports
Sept 8-11
Sept 15-18
Back to School
Baseball/Sports
RISE
Assessments
Back to School
Baseball/Sports
RISE
Assessments
LTR/NUM
TRANSDICIPLINARY
THEMES
Who We Are
Who We Are
L
Who We Are
STANDARDS
SE: Identify the diversity in human characteristics and how
people are similar & different.
SE: Compare own characteristics with those of others.
P/M: Identify the consequences of unsafe behavior with
adult guidance and support.
P/M: Demonstrate emerging ability to follow transportation
& pedestrian safety rules with adult models & support.
P/M: Identify and follow basic safety rules with guidance
and support.
P/M: Demonstrate emerging ability to follow emergency
routine with adult modeling and support.
SS: Demonstrate an awareness of the outcomes of choices.
SS: Understand that rules play an important role in
promoting safety and protecting fairness.
PS: Communicate about past events in their life and
anticipate familiar routines and experiences.
LL: With modeling and support, identify own name in print.
LL: Demonstrates an understanding of basic conventions of
print in English, Spanish, & other western languages.
LL: Retell or reenact familiar stories.
LL: with modeling and support use a combination of
drawing, dictating, and emergent writing to communicate
about a personal experience or story and tell about the
event in a meaningful sequence.
LL: With modeling and support describe familiar people,
places, things, & experiences.
ACTVITIES
RESOURCES
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Invite parents, family members,
and/or members of the community
to read stories from their own
culture in class.
What people, places, audio-visual
materials, related literature,
music, art, computer software, etc,
will be available?
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Child-led play; taking on different
characters in role plays.
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Ongoing opportunities for
promoting language development
through storytelling and re-telling;
telling a sequence of events from
their own life.
Puzzles, poems, songs, finger plays,
photographs, role play costumes and
food items, story props,
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Asking questions during story time:
for example, why do you think she
said/did that? How does she feel?
What is going to happen next? Is
the story the same or different?
Children can write and/or narrate a
story or event to their teacher to
include in their journal.
How will the classroom
environment, local environment,
and/or the community be used to
facilitate the inquiry?
Change of classroom centers, library
books, file folder games/games, music,
art/craft activities, large group
activities, photographs, drawings.
Sept 22-25
3D Shapes
F
How We Organize
SE: Express a range of emotions in socially acceptable
ways.
SE: Engage in extended conversations with familiar adults.
SE: Recognize and identify own emotions and the emotions
of others.
SS: Demonstrate cooperative behaviors and fairness to
others during interactions with peers & adults.
M: Demonstrate an understanding of the relative positions
of objects with terms such as in, on, under, up, down,
inside, outside, above, below, beside, between, in front of,
behind, & next to.
LL: Identify real life connections between words and there
use (vocabulary).
LL: Identify characters and major events in a story.
LL: Demonstrate understanding of frequently occurring
verbs and adjectives by relating them to their opposites
(Vocabulary)
LL: With modeling and support begin to demonstrate letter
formation in “writing”.
LL: With modeling and support name the author &
illustrator of a story and what each person does for a book.
LL: Use language to communicate in a variety of ways with
other to share observations, ideas, and experiences:
problem solves, reason, predict, and seek new information.
LL: With modeling and support discuss some similarities
and differences between two texts on the same topic.
LL: Ask and answer questions, and comment about
characters and major event in familiar stories.
LL: With Modeling and support determine the meanings of
unknown/ concepts using the context of conversations,
pictures that accompany text, or concrete objects.
LL: With modeling and support use a combination of
drawing dictating and emergent writing to express an idea
or opinion about an experience or book.
LL: With modeling and support prints letters of own name
and other meaningful words with mock letters and some
actual letters.
LL: With modeling and support begin to use the
conventions of standard English.
LL: With Modeling and support begin to demonstrate and
understanding of the differences between fantasy and
reality.
ATL: Express interest in and show appreciation for the
creative work of others.
ATL: Express individuality life experiences, and what they
know and what they are able to do through a variety of
media.
PS: Recreate complex ideas, events/situations with personal
adaptations.
PS: Demonstrates understanding that symbols carry
meaning and use symbols to understand thinking.
PS: Participates cooperatively in complex pretend play,
involving assigned roles and overall plan.
Sept 29-Oct 2
3D Shapes
Clifford Goes to
Dog School
E
How We Organize
Oct 6-9
5 Senses
Chicka Chicka
Video tape week
5 Senses
H
How We Organize
T
How We Organize
I
How We Organize
Oct 13-16
Rumble in the
Jungle
Oct 21-23
3 Day
Apples/colors/Fall
The Letters Are
Lost
Video tape week
S: Recognize examples of organisms that are similar to each
other and of the same kind.
S: Recognize some elements of the natural environment and
understand that these change over time.
S: Demonstrate an understanding that living things change
over time.
S: Identify the habitats of people and familiar animals and
plants in their environment, and begin to realize that living
things have their habitats in different environments.
S: Develop understanding for the relationship between
humans and nature, recognizing the difference between
helpful and harmful actions towards the natural
environment.
SS: Explore the concept of responsible consumption and
conservation of resources.
SS: Understand that everyone has rights and
responsibilities within a group.
SS: Recognize that people have wants and must make
choices because resources and materials are limiting.
SS: Demonstrate understanding of where goods and
services originate and how they are acquired.
M: Describe and compare objects using measurable
attributes; length, size, capacity, and weight.
M: Measure length and volume (capacity) using nonstandard or standard measurement tools.
ATL: Pose questions to seek explanations about phenomena
of interest.
ATL: Use prior knowledge and information to assess,
inform, and plan for future actions and learning.
Oct 27-30
Apples/colors/Fall
U
How We Organize
C
How We Organize
The Night Before
Preschool
Nov 3-6
3 day
Where we live
Clifford Goes to
Dog School
Video tape week
S: Compare and contrast objects and events, and begin to
describe similarities and differences.
S: Use observable information (touch, see, hear, smell,
taste) to categorize objects and materials, based on different
criteria.
S: Begin to identify and use some observation and
measuring tools, with adult support.
P/M: Use classroom and household tools independently with
hand/eye coordination to carry out activities.
P/M: Demonstrate spatial awareness in physical activity or
movement.
P/M: Demonstrate basic understanding that eating a
variety of foods helps the body grow and be healthy.
SS: Engage in problem solving to resolve social conflicts
with adult support.
SS: Demonstrate an understanding of time in the context
of daily experiences.
M: Recognize, duplicate, and extend simple patterns using
attributes such as color, shape, or size.
M: Compare two-dimensional shapes, in different sizes, and
orientations, using informal language.
M: Sort and classify objects by one or more attributes.
LL: Sort common objects into categories to gain a sense of
the concepts the categories represent (vocabulary).
LL: With modeling and support follows typical patterns for
communicating with others (e.g., listen to others, takes
turns talking and speaks about the topic or text being
discussed).
LL: With modeling and support, describe, categorize and
compare and contrast information in informational text.
ATL: Develop and carry out simple plans to obtain a goal.
ATL: Invents new activities and demonstrates flexibility in
solving problems.
ATL: Seek new and varied experiences and challenges.
ATL: Demonstrates self-direction while participating in a
range of activities and routines.
S: Recognize some elements of the natural environment and
understand that these change over time.
S: Demonstrate an understanding that living things change
over time.
S: Develop understanding for the relationship between
humans and nature, recognizing the difference between
helpful and harmful actions towards the natural
environment.
SS: Demonstrate a beginning understanding of maps as
actual representations of places.
M: Describe and compare objects using measurable
attributes; length, size, capacity, and weight.
M: Order objects by measurable attributes.
M: Collect data by categories to answer simple questions.
M: Measure length and volume (capacity) using nonstandard or standard measurement tools.
LL: With modeling and support from adults, explore a
variety of digital tools to express ideas.
ATL: Pose questions to seek explanations about phenomena
of interest.
ATL: Use prior knowledge and information to assess,
inform, and plan for future actions and learning.
Nov 10-13
Where we live
Chicka Chicka
O
How We Organize
Nov 17-20
Family/Thanksgivi
ng
Q
Who we are
G
Who we are
Rumble in the
Jungle
Video tape week
Nov 24
Community
Workers
SS: Understand that everyone has rights and
responsibilities within a group.
SS: Demonstrate a beginning understanding of maps as
actual representations of places.
SS: Recognize that people have wants and must make
choices because resources and materials are limiting.
SS: Demonstrate understanding of where goods and
services originate and how they are acquired.
SS: Demonstrate an awareness of the outcomes of choices.
LL: With modeling and support from adults, explore a
variety of digital tools to express ideas.
ATL: Pose questions to seek explanations about phenomena
of interest.
ATL: Use prior knowledge and information to assess,
inform, and plan for future actions and learning.
The Letters are
Lost
Dec 1-4
Community
Workers
The Night Before
Preschool
Video tape week
Who We Are
SE: Identify the diversity in human characteristics and how
people are similar & different.
SE: Compare own characteristics with those of others.
ATL: Recognizes own abilities and express satisfaction
when demonstrating them to others.
SS: Develop and awareness of their personal histories.
SS: identify similarities & differences of own personal,
family, & culturally characteristics, and those of others.
SS: Develop and awareness and appreciation of Family and
cultural stories and traditions.
PS: Communicate about past events in their life and
anticipate familiar routines and experiences.
LL: With modeling and support use a combination of
drawing, dictating, and emergent writing to communicate
about a personal experience or story and tell about the
event in a meaningful sequence.
LL: With modeling and support describe familiar people
places, things, & experiences.
Dec 8-11
Holiday
Gingerbread
S
Who We are
J
Who We Are
If You Give A
Moose A Muffin
Dec 15-18
Holiday
Gingerbread
The Mitten
Video tape week
M: Demonstrate an understanding of the relative positions
of objects with terms such as in, on, under, up, down,
inside, outside, above, below, beside, between, in front of,
behind, & next to.
M: Names three dimensional objects using informal,
descriptive vocabulary.
LL: Identify real life connections between words and their
use (vocabulary).
LL: Identify characters and major events in a story.
LL: Demonstrate understanding of frequently occurring
verbs and adjectives by relating them to their opposites
(Vocabulary)
LL: With modeling and support begin to demonstrate letter
formation in “writing”.
LL: Use language to communicate in a variety of ways with
other to share observations, ideas, and experiences:
problem solve, reason, predicts, and seek new information.
LL: With modeling and support discuss some similarities
and differences between two texts on the same topic.
LL: Ask and answer questions, and comment about
characters and major event in familiar stories.
LL: With modeling and support determine the meanings of
unknown/ concepts using the context of conversations,
pictures that accompany text, or concrete objects.
LL: With modeling and support use a combination of
drawing dictating and emergent writing to express an idea
or opinion about an experience or book.
LL: With modeling and support prints letters of own name
and other meaningful words with mock letters and some
actual letters.
LL: With modeling and support begin to use the
conventions of standard English.
LL: with Modeling and support begin to demonstrate and
understanding of the differences between fantasy and
reality.
ATL: Express individuality life experiences, and what they
know and what they are able to do through a variety of
media.
PS: Recreate complex ideas, events/situations with personal
adaptations.
PS: Participates cooperatively in complex pretend play,
involving assigned roles and overall plan.
Jan 5-8
Nursery Rhymes
D
How We Express
Ourselves
The Way I Feel
Jan 12-15
Nursery Rhymes
Giggle Giggle
Quack
Video tape week
P
How We Express
Ourselves
Jan 21-22
2 Days
Authors
B
How We Express
Ourselves
Where’s My Teddy
SE: Identify the diversity in human characteristics and how
people are similar & Different.
SE: Compare own characteristics with those of others.
SS: Develop and awareness of their personal histories.
SS: identify similarities & differences of own personal,
family, & culturally characteristics, and those of others.
SS: Develop and awareness and appreciation of Family and
cultural stories and traditions.
PS: Communicate about past events in their life and
anticipate familiar routines and experiences.
M: Create shapes during play by building, drawing, etc.
M: Understand and use names of shapes when identifying
objects.
LL: Retell or reenact familiar stories.
LL: with modeling and support use a combination of
drawing, dictating, and emergent writing to communicate
about a personal experience or story and tell about the
event in a meaningful sequence.
LL: with modeling and support describe familiar people
places, things, & experiences.
M: Demonstrate an understanding of the relative positions
of objects with terms such as in, on, under, up, down,
inside, outside, above, below, beside, between, in front of,
behind, & next to.
LL: Identify real life connections between words and there
use (vocabulary).
LL: Identify Characters and major events in a story.
LL: Demonstrate understanding of frequently occurring
verbs and adjectives by relating them to their opposites
(Vocabulary)
LL: With modeling and support begin to demonstrate letter
formation in “writing”.
LL: With modeling and support continue a conversation
through multiple exchanges.
LL: Use language to communicate in a variety of ways with
other to share observations, ideas, and experiences:
problem solve, reason, predict, and seek new information.
LL: With modeling and support Discuss some similarities
and differences between two texts on the same topic.
LL: Ask and answer questions, and comment about
characters and major event in familiar stories.
LL: With Modeling and support determine the meanings of
unknown/ concepts using the context of conversations,
pictures that accompany text, or concrete objects.
LL: With modeling and support use a combination of
drawing dictating and emergent writing to express an idea
or opinion about an experience or book.
LL: With modeling and support begin to use the
conventions of standard English.
LL: with Modeling and support begin to demonstrate and
understanding of the differences between fantasy and
reality.
ATL: Express interest in and show appreciation for the
creative work of others.
ATL: Express individuality life experiences, and what they
know and what they are able to do through a variety of
media.
PS: Recreate complex ideas, events/situations with personal
adaptations.
PS: Demonstrates understanding that symbols carry
meaning and use symbols to understand thinking.
PS: Participates cooperatively in complex pretend play,
involving assigned roles and overall plan.
Jan 26-29
Feb 2-5
Authors
If You Give a
Moose a Muffin
Video tape week
Love
Friendship
R
How We Express
Ourselves
K
How We Express
Ourselves
A
How We Express
Ourselves
The Mitten
Feb 9-12
Love
Friendship
Giggle Giggle
Quack
Video tape week
S: Compare and contrast objects and events, and begin to
describe similarities and differences.
S: Begin to identify and use some observation and
measuring tools, with adult support.
SS: Demonstrate an understanding of time in the context
of daily experiences.
M: Recognize, duplicate, and extend simple patterns using
attributes such as color, shape, or size.
M: Compare two-dimensional shapes, in different sizes, and
orientations, using informal language.
M: Sort and classify objects by one or more attributes.
M: Combine simple shapes to form larger shapes.
LL: Sort common objects into categories to gain a sense of
the concepts the categories represent (vocabulary).
LL: With modeling and support, describe, categorize and
compare and contrast information in informational text.
Feb 17-19
3 Days
Dr. Seuss
V
How We Express
Ourselves
M
How We Express
Ourselves
N
Sharing The Planet
The Way I Feel
Feb 23-26
March 2- 5
Dr. Seuss
Dr. Seuss
B-day
3/2
Where’s My Teddy
Video tape week
Dinosaurs
A Color of His
Own
SE: Express a range of emotions in socially acceptable
ways.
SE: Engage in extended conversations with familiar adults.
SE: Recognize and identify own emotions and the emotions
of others.
SE: Display awareness of own thoughts and feelings.
SS: Demonstrate cooperative behaviors and fairness to
others during interactions with peers & adults.
M: Demonstrate an understanding of the relative positions
of objects with terms such as in, on, under, up, down,
inside, outside, above, below, beside, between, in front of,
behind, & next to.
M: Names three dimensional objects using informal,
descriptive vocabulary.
LL: Identify real life connections between words and there
use (vocabulary).
LL: Demonstrate understanding of frequently occurring
verbs and adjectives by relating them to their opposites
(Vocabulary)
LL: With modeling and support use a combination of
drawing dictating and emergent writing to express an idea
or opinion about an experience or book.
ATL: Express interest in and show appreciation for the
creative work of others.
P/M: Demonstrate increasingly complex oral motor skills
such as drinking threw a straw, blowing bubbles, or
repeating a tongue twister.
SS: Demonstrate cooperative behaviors and fairness to
others during interactions with peers & adults.
M: Demonstrate an understanding of the relative positions
of objects with terms such as in, on, under, up, down,
inside, outside, above, below, beside, between, in front of,
behind, & next to.
LL: Identify Characters and major events in a story.
LL: Demonstrate understanding of frequently occurring
verbs and adjectives by relating them to their opposites
(Vocabulary)
LL: With modeling and support name the author &
illustrator of a story and what each person does for a book.
LL: Use language to communicate in a variety of ways with
other to share observations, ideas, and experiences:
problem solve, reason, predict, and seek new information.
LL: With modeling and support Discuss some similarities
and differences between two texts on the same topic.
LL: Ask and answer questions, and comment about
characters and major event in familiar stories.
LL: With Modeling and support determine the meanings of
unknown/ concepts using the context of conversations,
pictures that accompany text, or concrete objects.
LL: With modeling and support use a combination of
drawing dictating and emergent writing to express an idea
or opinion about an experience or book.
LL: with Modeling and support begin to demonstrate and
understanding of the differences between fantasy and
reality.
ATL: Express interest in and show appreciation for the
creative work of others.
March 9-12
Dinosaurs
Bunny Cakes
Video tape week
W
Sharing The Planet
March 16-19
Farm
X
Sharing The Planet
In the Small,
Small Pond
S: Recognize examples of organisms that are similar to each
other and of the same kind.
S: Recognize some elements of the natural environment and
understand that these change over time.
S: Demonstrate an understanding that living things change
over time.
S: Identify the habitats of people and familiar animals and
plants in their environment, and begin to realize that living
things have their habitats in different environments.
S: Develop understanding for the relationship between
humans and nature, recognizing the difference between
helpful and harmful actions towards the natural
environment.
SS: Explore the concept of responsible consumption and
conservation of resources.
SS: Recognize that people have wants and must make
choices because resources and materials are limiting.
M: Describe and compare objects using measurable
attributes; length, size, capacity, and weight.
M: Order objects by measurable attributes.
M: Collect data by categories to answer simple questions.
M: Measure length and volume (capacity) using nonstandard or standard measurement tools.
ATL: Pose questions to seek explanations about phenomena
of interest.
ATL: Use prior knowledge and information to assess,
inform, and plan for future actions and learning.
March 23-26
Farm
Five Little
Monkeys Sitting
in a Tree
Video tape week
Y
Sharing The Planet
March 30April 2
Spring
Butterflies
Z
Sharing The Planet
1&2
Sharing The Planet
3&4
Sharing The Planet
How Do Dinosaurs
Go to School?
April 13-16
April 20-23
Spring
Butterflies
A Color of His
Own
Video tape week
Zoo
Earth Day
4/22
Bunny Cakes
SE: Identify the diversity in human characteristics and how
people are similar & different.
SE: Compare own characteristics with those of others.
P/M: Identify the consequences of unsafe behavior with
adult guidance and support.
P/M: Demonstrate emerging ability to follow transportation
& pedestrian safety rules with adult models & support.
P/M: Follow basic health practices.
P/M: Identify how adults help to keep us safe.
P/M: Identify and follow basic safety rules with guidance
and support.
P/M: Demonstrate emerging ability to follow emergency
routine with adult modeling and support.
SS: Demonstrate an awareness of the outcomes of choices.
SS: Understand that rules play an important role in
promoting safety and protecting fairness.
SS: Demonstrate a beginning understanding of maps as
actual representations of places.
M: Create shapes during play by building, drawing, etc.
LL: With modeling and support use a combination of
drawing, dictating, and emergent writing to communicate
about a personal experience or story and tell about the
event in a meaningful sequence.
LL: With modeling and support describe familiar people
places, things, & experiences.
S: Recognize examples of organisms that are similar to each
other and of the same kind.
S: Recognize some elements of the natural environment and
understand that these change over time.
S: Demonstrate an understanding that living things change
over time.
S: Identify the habitats of people and familiar animals and
plants in their environment, and begin to realize that living
things have their habitats in different environments.
S: Develop understanding for the relationship between
humans and nature, recognizing the difference between
helpful and harmful actions towards the natural
environment.
SS: Explore the concept of responsible consumption and
conservation of resources.
M: Describe and compare objects using measurable
attributes; length, size, capacity, and weight.
M: Order objects by measurable attributes.
M: Collect data by categories to answer simple questions.
M: Measure length and volume (capacity) using nonstandard or standard measurement tools.
ATL: Pose questions to seek explanations about phenomena
of interest.
ATL: Use prior knowledge and information to assess,
inform, and plan for future actions and learning.
April 28-30
3 Days
May 4-7
Zoo
In the Small,
Small Pond
Video tape week
Exploring the
World
5&6
Sharing The Planet
7&8
Who We Are
9 & 10
Who We Are
Five Little
Monkeys Sitting
in the Tree
May 11-14
Exploring the
World
How Do Dinosaurs
go to School?
Video tape week
S: Recognize examples of organisms that are similar to each
other and of the same kind.
S: Recognize some elements of the natural environment and
understand that these change over time.
S: Demonstrate an understanding that living things change
over time.
S: Identify the habitats of people and familiar animals and
plants in their environment, and begin to realize that living
things have their habitats in different environments.
S: Develop understanding for the relationship between
humans and nature, recognizing the difference between
helpful and harmful actions towards the natural
environment.
SS: Explore the concept of responsible consumption and
conservation of resources.
SS: Recognize that people have wants and must make
choices because resources and materials are limiting.
SS: Demonstrate understanding of where goods and
services originate and how they are acquired.
M: Describe and compare objects using measurable
attributes; length, size, capacity, and weight.
M: Order objects by measurable attributes.
M: Collect data by categories to answer simple questions.
M: Measure length and volume (capacity) using nonstandard or standard measurement tools.
ATL: Use prior knowledge and information to assess,
inform, and plan for future actions and learning.
May 18-21
Exploring the
World
Who We Are
RISE
Assessments
May 26-28
3 Days
June 1-4
June 8 & 9
Exploring the
World
RISE
Assessments
Celebrations
Alphabet
Party
Ice Cream Social
5/23
S: Compare and contrast objects and events, and begin to
describe similarities and differences.
S: Use observable information (touch, see, hear, smell,
taste) to categorize objects and materials, based on different
criteria.
P/M: Demonstrate basic understanding that physical
activity helps the body grow and be healthy.
P/M: Identify and describe the function of body parts.
P/M: Use classroom and household tools independently with
hand/eye coordination to carry out activities.
P/M: Demonstrate spatial awareness in physical activity or
movement.
P/M: Demonstrate emerging responsibility for eating.
P/M: Coordinate the use of hands, fingers, and wrists to
manipulate objects and perform tasks requiring precise
movements.
P/M: Demonstrate basic understanding that eating a
variety of foods helps the body grow and be healthy.
M: Compare two-dimensional shapes, in different sizes, and
orientations, using informal language.
M: Sort and classify objects by one or more attributes.
M: Combine simple shapes to form larger shapes.
LL: Sort common objects into categories to gain a sense of
the concepts the categories represent (vocabulary).
LL: With modeling and support, describe, categorize and
compare and contrast information in informational text.
ATL: Invents new activities and demonstrates flexibility in
solving problems.
ATL: Seek new and varied experiences and challenges.
Who We Are
Who We Are
P/M: Demonstrate increasingly complex oral motor skills
such as drinking threw a straw, blowing bubbles, or
repeating a tongue twister.
M: Demonstrate an understanding of the relative positions
of objects with terms such as in, on, under, up, down,
inside, outside, above, below, beside, between, in front of,
behind, & next to.
LL: Identify real life connections between words and their
use (vocabulary).
LL: With modeling and support discuss some similarities
and differences between two texts on the same topic.
LL: With Modeling and support determine the meanings of
unknown/ concepts using the context of conversations,
pictures that accompany text, or concrete objects.
LL: With modeling and support use a combination of
drawing dictating and emergent writing to express an idea
or opinion about an experience or book.
LL: With modeling and support prints letters of own name
and other meaningful words with mock letters and some
actual letters.
PS: Demonstrates understanding that symbols carry
meaning and use symbols to understand thinking.